TEXAS HIGH SCHOOLS 

TX 

HOME ECONOMICS 



ANNIE WEBB BLANTON 

Superintendent of Public Instruction 

AGNES ELLEN HARRIS 
LILLIAN PEEK 

Directors of Home Economics Education 






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BULLETIN 114 



APRIL 12, 1920 



THE DEPARTMENT OF EDUCATION 
STATE OF TEXAS 

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Class _LA_1___ 
Book 



TEXAS HIGH SCHOOLS 



HOME ECONOMICS 



ANNIE WEBB BLANTON 

Superintendent of Public Instruction 

AGNES ELLEN HARRIS 
LILLIAN PEEK 

Directors of Home Economics Education 




BULLETIN 114 



APRIL 12, 1920 



THE DEPARTMENT OF EDUCATION 
STATE OF TEXAS 



A449-420-3M 






\ 



STATE HOME ECONOMICS COMMITTEE. 



Agnes Ellen Harris and Lillian Peek, Directors, Vocational Home Economics 

Education, State Department of Education. 
Mart E. Gearing, Director of Home Economics, University of Texas. 
Bess Heflin, Director of Vocational Economics, University of Texas. 
Margaret Gleason, Director of Home Economics, College of Industrial Arts. 
Lena Bumpas, Director of Vocational Home Economics, College of Industrial 

Arts. 
Laura Xeale, Director of Home Economics Extension Work, Agricultural and 

Mechanical College. 
Emma E. Pirie, Supervisor Home Economics. San Antonio Schools. 
Mable McBain, Supervisor Home Economics, Houston Public Schools. 



MAY 2 2 1936 

DIVISION OF tiOUUrcicNTS 



FOREWORD 



According to the records in the State Department of Education, 
^April, 1920, home economics is included in the curriculum of 201 
classified and 23 unclassified high schools. There are at least 302 classi- 
fied high schools in the State in which home economics is not included 
in the curriculum. Besides the work in the high schools, home eco- 
nomics is taught in a number of the elementary schools. Three hundred 
and one teachers of home economics are on record in the State Depart- 
ment of Education, but there is every indication that this is not more 
than half the number of teachers employed in some kind of home 
economics work in the Texas schools. 

AFFILIATION. 

In June, 1919, 117 classified high schools had received affliation in 
home economics as follows : 



DOMESTIC AET 

Credit No. Schools 
i 59 

1 38 

n.. 1 

2 3 



DOMESTIC SCIENCE 

Credit No. Schools 
* 50 

1 56 

2 2 



TOTAL AFFILIATION" 

Credit No. Schools 
4 19 

1 43 

U 18 

2 33 

n i 

3 1 

4 2 

There is a notable effort on the part of superintendents, principals 
and teachers to increase the number of units of affiliation in home 
economics courses and to maintain a high standard of work in those 
courses for which affiliation is now granted. 

Eighty-three of the sc 1 ' ,ols now holding home economics affiliation 
are applying for increased affiliation and thirty high schools are apply- 
ing for affiliation for the first time, making a total of 113 high schools 
applying for home economics affiliation in 1919-1920. 

A large proportion of the home economics teachers have had either 
three or four years' training in home economics of college grade, and 
there is an increased effort on the part of superintendents and principals 
to employ only well-trained teachers. 

It is urged that in all schools offering as much as two units of 
affiliated home economics work it will be demanded of the teacher 
that she have at least two years of home economics training of college 
grade, and in all those schools offering four units of affiliated 
home economics that the teacher have at least four years' training in 
home economics of college grade. It is urged that all home economics 
teachers who have had their training some years ago attend summer 
and winter schools in order to sret in touch with the modern trend of 



— 4— 

thought in home economics work, and it is also urged that all those 
teachers who began work with less than the four full years of college 
training will continue with summer and winter courses until they com- 
plete a four-year course, or the equivalent thereof. 

STATE HOME ECONOMICS AND SYLLABUS COMMITTEE. 

A State Home Economics Committee was appointed by State Super- 
intendent Annie Webb Blanton to act with the two State directors of 
home economics in formulating plans and policies for the home eco- 
nomics work in the public schools of Texas, and to compile a syllabus 
containing courses of study in Home Economics, Home Nursing, 
Biology, and Pure and Applied Design. The members of this com- 
mittee are as follows: 

Mary E. Gearing and Bess Heflin, University of Texas. 

Margaret G-leason and Lena Bumpas, College of Industrial Arts. 

Laura Neale, Agricultural and Mechanical College. 

Mabel McBain, Supervisor, Home Economics, Houston Public 
Schools. 

Emma E. Pirie, Supervisor, Home Economics, San Antonio Schools. 

Agnes Ellen Harris and Lillian Peek, Directors, Vocational Home 
Economics, State Department of Education. 

COURSES IN HOME ECONOMICS. 

The State Home Economics Committee selected the following courses 
which could be offered for affiliation in the non-vocational high schools 
and used in the schools offering vocational home making: 

I. Domestic Art — Two units available. 

Domestic Art I £ unit. 

Domestic Art II. — (Domestic Art I prerequisite) . . . . -| unit. 
Domestic Art III. — Optional 1 unit. 

(1) Design (Costume and House Furnishing) \ unit. 

(2) Advanced Sewing and Millinery \ unit. 

(D. A. I and II prerequisite.) 

(3) Advanced Sewing and Millinery \ unit. 

(D. A. I and II prerequisite.) 

II. Design — One-half unit. 

Note: This is not Costume Design and House Furnishing, 
but a course in Pure Design which, it is suggested, 
should be a prerequisite for Design under Domestic 
Art. III. 

III. Domestic Science — Two units available. 

Domestic Science I — (Food Study and Cookery)... \ unit. 
Domestic Science II — (Food Study and Cookery)...^ unit. 

(D. S. I prerequisite.) 
Domestic Science III — Optional 1 unit. 



(1) Advanced Cookery, including Elementary 

Dietetics i unit. 

(D. S. I and II prerequisite.) 

(2) Lunchroom Work 1 unit. 

(D. S. I and II prerequisite.) 

(3) Household Science \ unit. 

(4) Household Physics -J unit. 

(5) The Home and Its Management \ unit. 

IV. Home Nursing — One-half unit available. 

Note: At the request of the State Home Economics Commit- 
tee in November, 1919, the State Affiliation Com- 
mittee granted one-half unit in Science for a course 
in Hygiene and Home Nursing, which may include 
Physiology. 

In the vocational schools Domestic Art I, II, III (2) and III (3), 
Domestic Science I, II, and III (1), are considered home economics 
courses and all other courses with the exception of Domestic Science 
III (2), listed above, as related work. 

Note: No high school will be affiliated for more than two units in 
Domestic Science and two units in Domestic Art. 

SYLLABUS SUB-COMMITTEES. 

The State Home Economics Committee selected the following sub- 
committees to organize the courses of study to be included in the 
syllabus : 

Foods and Cookery. 

Mary E. Gearing, University of Texas, Chairman. 

Elisabeth Lacey, University of Texas. 

Mabel McBain, Supervisor of Home Economics, Houston. 

Clothing. 

Margaret Gleason, College of Industrial Arts, Chairman. 
Maud Underwood, College of Industrial Arts. 
Lillian Peek, State Department of Education. 
Otelia Kelley, High School, San Antonio. 

Design. 

Virginia Alexander, College of Industrial Arts, Chairman. 
Marjorie Logan, University of Texas. 
Mrs. Fannie Volck, High School, Houston. 

Biology (Applied). 

Willie Birge, College of Industrial Arts, Chairman. 

Margaret Hessler, University of Texas. 

Mattie Beth Morgan, College of Industrial Arts. 

Physiology. 

Dr. Carl Hartman, University of Texas. 



— 6— 

Home Nursing. 

Mrs. Ethel Parsons, State Board of Health, Chairman. 
Charlotte Stoddard, High School, San Antonio. 

The Home and Its Management. 

Jet Winters, University of Texas, Chairman. 

Equipment Bulletin. 

Lena Bumpas, College of Industrial Arts. 
Bess Heflin, University of Texas. 

Through the cordial cooperation of the presidents of the University 
of Texas and the College of Industrial Arts, a meeting of the sub- 
committee with the State committee was held at the State Teachers' 
Association in November, 1919. At this meeting each sub-committee 
presented a tentative outline of the course of study for which it was 
responsible. These courses were all considered, suggestions made and 
the plans approved. When each course was completed, the committee 
submitted its course to the State Director of Home Economics, who, in 
turn, submitted the course to experienced teachers. Suggestions and 
criticisms made by the teachers were submitted to the chairman of the 
sub-committee on that course. Many of these suggestions are incor- 
porated in the courses included in this syllabus. 

When the course was finally completed, it was submitted to the State 
Home Economics Committee, which approved all courses published. 

In formulating this syllabus many suggestions were obtained by 
examining all available syllabuses from other States. The Nebraska sylla- 
bus, issued in 1919. was closely studied, and the form and much of the 
content adapted. Miss Elisabeth Lacej r , formerly a member of the 
Nebraska Syllabus Committee, has been most generous in her time and 
suggestions, and has given invaluable assistance in planning this syllabus. 

Agnes Ellen Harris, 
Director Vocational Home Economics. 



INTRODUCTION 



In 1914 the Texas Home Economics Association, under the leader- 
ship of Miss Mary E. Gearing, published a "Syllabus of Domestic 
Economy for Elementary and Secondary Schools in Texas." This 
syllabus was reprinted in 1916. 

With the advice of members of the 1914 syllabus committee, plans 
for this syllabus were made, and it is expected that this is to be used 
in place of the 1914 syllabus. 

PUKPOSE OF SYLLABUS. 

This syllabus is written to be used as a basis for affiliation by the 
High School Division of the State Department of Education, and as a 
guide to be followed by the teachers of vocational home economics. All 
courses of study now in use in the various schools of the State have 
been considered by the committee compiling these courses, and it is 
believed that the home economics teachers can adapt the courses in this 
syllabus to the needs of their classes without making material changes. 
If any teacher believes she can plan a course for her class better adapted 
to her locality and needs, which she would prefer using, she may, at 
the beginning of the year, submit her course to the Chief Supervisor of 
the High School Division and if her course is satisfactory, it will be 
approved and may be used in classes for which affiliation has been ob- 
tained or is requested. Unless such a course is submitted and approved, 
it is expected that the courses in this syllabus will be used in all classes 
in home economics for which affiliation has been received or is being 
applied for, and in all vocational home economics classes. 

USE OE SYLLABUS. 

It is not expected that any outline offered, or text book suggested, 
shall be closely followed by teacher or students. 

The home economics teacher should consider national, state and local 
conditions, and should carefully study the environment of the individual 
students in her class before determining the details and order of pre- 
sentation of her work. 

The courses in this syllabus are sufficiently flexible to enable the 
majority of teachers to use them as a guide. Laboratory practice in 
foods and clothing courses, and references are all given as suggestions. 
The list of references is not complete in all courses.^ It is urged that 
the teacher familiarize herself with all required reference books in the 
courses she is offering and use all material available to make the courses 
offered both full and interesting. The references are indicated by 
numbers. In referring to reference books, the number preceding the 
name of the book will be used. A reference library is considered an 
essential part of the home economics equipment. 

A list of books to be used for reference is given preceding each course 
in the syllabus. Those books which have the asterisks before them will 



be required for all affiliated and vocational courses. A part of these 
books are to be used by the teacher, but it is expected that students 
will be required to use reference books and make reports on assigned 
subjects. 

DICTATION. 

Because of the lack of suitable texts and reference books on home 
economics subjects in the past, teachers have become accustomed to 
dictating notes and recipes to students. In observing the work in the 
schools of Texas, the waste of class time given to dictating to students 
is the outstanding weakness. With the use of a text book in each 
course, printed recipes in the foods classes, and reference books for each 
course of study presented, it is expected that the dictation of notes in 
class to high school students will be practically eliminated. 

NOTE BOOKS. 

1. In Foods Classes. 

The note book should be used to keep in permanent form any written 
reports prepared by the students, to have the subject of each lesson with 
references used, and to keep any recipes in foods not found in the text 
book or for which there are no printed copies. 

2. In Clothing Classes. 

To keep in permanent form any illustrative materials collected, any 
written reports, and any sketches used for the construction work of the 
sewing problems, summaries of lessons, including points brought out 
by discussion, mounted samples of materials and even small specimens 
of machine and hand sewing to represent new processes learned just 
preceding application. 

TEXT BOOKS. 

For each course in home economics the students should use a text 
book. Excellent texts are now available and any one of the texts in 
the list preceding the course of study may be used as a basis for refer- 
ence and study in that course. It has been suggested that it is not 
necessary for every student to use the same kind of text book. The 
student might be allowed to choose any one of two or three texts. 

AFFILIATION". 

In all home economics courses for which domestic art or domestic 
science credit is requested or granted, five 90-minute periods per week 
throughout the years is the amount of time required for one unit of 
affiliation. 

In the majority of schools, one-half unit in clothing and one-half 
unit in foods will be given each of the first and second years. 

It is not necessary to give all the lessons in a course consecutively; 
for example, in Design, the work frequently needs to be given just pre- 
ceding the making of a problem. A half unit's affiliation will be given 



—9— 

for ninety 90-minute periods of work, but the order of presentation is 
left to the teacher to determine. 

Biology and home nursing are on the same basis as other sciences in 
the curriculum and may be given in three 90-minute periods of lab- 
oratory work and two 45-minute discussion periods per week. 

ORDER OP WORK. 

No definite requirement is made as to whether the courses should be 
given by week, semesters, or years. It seems preferable to present the 
foods and clothing work by alternate weeks or semesters rather than 
alternate years. It seems best to so relate the applied art with the 
work in clothing that the art work may be given in alternate or con- 
secutive days throughout the course. The related work should be so 
thoroughly associated with the technical and theoretical courses that 
there is no distinct separation in the student's mind. For purposes of 
affiliation, however, the teacher must have a very definite idea of the 
time devoted to each subject. 

The State Department of Education has issued a separate bulletin on 
home economics equipment. 

VOCATIONAL HOME ECONOMICS. 

In all schools which receive Federal and State aid, the students in 
the class, or classes, subsidized must all take two units of home eco- 
nomics and related work annually. Home project work will be re- 
quired in each course. The vocational course is as follows : 

Foods (including home project work) -| unit. 

Clothing (including home project work) ^ unit. 

Related work 1 unit. 

Non- vocational work 2 units. 

TEXTILES AND CLOTHING. 
Clothing I, II, III, IV, Four One-Half Units. 

The aim of this course is to develop an appreciation of the artistic, 
hygienic and economic aspects of textiles, clothing and housefurnish- 
ings, and to encourage the pupils to look out and beyond their own 
immediate desires for a wardrobe to their larger place in society as 
the consumers or investors of the family incomes. 

Home economics teachers can do no greater service to the State of 
Texas than to establish right standards in every day affairs of life. 
Better taste in the choice of clothing and textiles is encouraged and it 
is recommended that each problem be made a real problem considered 
in its use environment rather than as a detached unit, then sewing 
will become a means to an end and not the end itself. 

The method adopted in this course is the teaching of the principles 
of sewing and garment construction, emphasizing wise selection rather 
than giving special directions for certain projects. The work of each 



—10— 

term censtitutes a single short unit and the course is so arranged that 
definite problems are presented. These problems, with alternatives in 
some instances, are selected to provide work which increases gradually 
in complexity and difficulty, and each term's work prepares the pupil 
for the advanced problems of the next term. 

The main portion of the work is clothing from the standpoint of 
selection and construction and involves the actual handling of the various 
textile fabrics. Cotton and wool problems are required, and it is de- 
sirable to include linen and silk problems whenever possible. A small 
amount of work in millinery has been introduced as a possibility, be- 
cause there seemed to be a definite demand for it, and a small amount 
of work in housefurnishings has been provided for the same reason and 
as an alternative.* 

The work is based on a half year of hand sewing given in the sixth or 
seventh grade, and where this work has not been given, handwork 
must be introduced systematically throughout Clothing I. Handwork 
must not predominate, however, as the first half unit's credit in clothing 
is based largely upon machine work. The sewing of long seams by 
hand should not be encouraged. 

The following suggestions are made regarding problems and the 
order in which they may be presented to secure a logical sequence of 
the principles involved : 

Clothing I — Ninety 90-minute Lessons. 

1. Personal accounts of expenditures for clothing as basis for further 

work in planning wardrobe in Clothing II, to be continued 
throughout the course. 

2. Underslip or combination — emphasizing simplicity in design. Ap- 

propriate decorative stitches. 

3. Bloomers, child's rompers, child's combination suit, or pajamas. 

4. Repair problem (darning and patching). 

5. Simple house or school dress (cotton material). 

6. Practical examination. 

Note. — This may be a machine problem such as cooking apron 
for use in the laboratory, or a night gown, or an en- 
velope chemise. Purpose to develop independence 
of thought and action. 

Clothing II — Ninety 90-minute Lessons. 

1. Personal accounts continued. 

2. Draft of shirtwaist pattern. 

Modeling bungalow apron, or kimono, or outing flannel night 
gown with set-in sleeves from drafted pattern. 

3. Renovating and remodeling. Wool problem — skirt or dress. 

4. Middy blouse or man's shirt. 



*Note. — Alternatives are not intended to be equivalents but rather to offer 
a wider range of work to meet the different conditions. One teacher may offer 
special work in millinery and another, special work in housefurnishings. 



—11— 

5. White cotton skirt used to supplement wool problem when time 

permits (to complete middy suit). 

6. Gingham or linen type of dress (when time permits). 

7. Clothing budget. 

Clothing III — Ninety 90-minute Lessons. 

1. Wool dress or plaited skirt of wool material. 

2. Silk problem, or children's garments (may be a renovation problem). 

3. (a) Millinery — principles involved in construction, making of hats, 

with special emphasis on principles of selection, and may 
include the making of a velvet bag, or tarn o'shanter from 
used materials, or 
(b) Housefurnishings — application of art principles to definite 
problems of house furnishing. Consideration of selection of 
furnishing from the standpoint of economy of time and 
effort, as well as money. 

Note. — For detailed outline of Housefurnishings, see course in 
The Home and Its Management. 

Note. — If Clothing IV is not offered, a combination of the 
problems in Clothing III and IV may be made. 

Clothing IV — Ninety 90-minute Lessons. 

1. Children's clothes, including study of suitable underwear. Boy's 

wash suit or girl's dress and bloomers to match. Layette for 
infant to be planned and made, possibly as a class problem. 

2. Silk problem whenever possible. 

3. Graduation dress or summer dress of voile or organdy. 

4. Millinery — spring or winter hats according to season, or silk 

problem as — petticoat, shirtwaist, skirt. 

The following principles are to be incorporated in working out above 
problems : 

A. Knowledge of equipment and its use. 

1. Sewing machine. 

a. Construction and care. 

b. Eepair and regulation. 

B. Purpose of Clothing. 

1. Protection. 

a. Under and outer garments. 

2. Hygiene of: 

a. Amount of clothing worn. 

b. Effect of pressure on health as corsets, shoes, etc. 

c. Loosely and closely woven fabrics. 

d. N"on-porous. 

C. Selection of Design. 

1. Purpose of article. 

2. Artistic effect of entire combination including shoes, hats, etc. 

a. Good lines. 



-12- 

b. Good color combinations. 

c. Good light and dark relationship. 

d. Good texture. 

3. Time in making. 

4. Cost of material. 

5. Decoration. 

a. Comparative value of hand-made versus machine-made 

garment. 

b. Quality of trimming. 

( 1 ) Genuineness. 

(2) Simple design. 

c. Good design in lace and embroideries. 

d. Suited to kind of article made. 

6. Inappropriateness of color on undergarments. 

D. Selection of material. 

1. Consideration of: 

a. Purpose, cost, durability. 

b. Width, amount, shrinkage. 

c. Color — tests. 

d. Design, weave, texture. 

2. Kinds — Textile study. 

a. Cotton, flax, wool, silk. 

(1) Structure, composition, manufacture. 

(2) Effect of heat, moisture, acids, light. 

(3) Suitability to garments — buyers' knowledge. 

E. Principles of construction. 

1. Pattern knowledge. 

a. Drafting — straight line system for appreciation of how 

patterns are made. 

b. Use of commercial patterns — alterations and adaptations. . 

2. Placing pattern and cutting. 

a. Economy. 

b. Matching pattern. 

c. Up and down of weave or design. 

d. Arrangement of pattern with weave. 

3. Making. 

a. Kinds of stitches and uses. 

b. Kinds of seams and uses. 

c. Kinds of finishes and uses. 

d. Characteristics of good workmanship in making of ar- 

ticles, 

(1) Accuracy. 

(2) Skill, technique. 

(3) Feeling for appropriateness in use of right seam, 

hem, decoration, bands, bindings, facings, etc. 

4. Fitting. 

a. How garment should fit. 

b. How to make corrections when needed. 



—13— 

F. Care of clothing and its repair. 

1. New clothing. 

a. Consumer's League. 

b. Sunning, airing or laundering as it conies from shop. 

c. Attention to findings. 

2. Clothing being worn. 

a. Airing, folding, hanging. 

b. Brushing, pressing. 

c. Mending, patching, darning. 

3. Seasonal care. 

a. How to put away summer clothing for winter. 

b. How to put away winter clothing for summer. 

4. Laundering. 

a. Setting of colors. 

b. Shrinkage. 

c. Effect of sunlight. 

d. Effect of soap and water. 

5. Accessories. 

a. Shoes. 

b. Hose. 

c. Eibbons, ties, gloves, hats, bags, pins, etc. 

G-. Costume design. 

1. Purpose of clothing. 

2. Development of costume. 

3. Basic principles, color, line, form, texture, etc. 

4. Application of principles to individual type. 

5. Types of costume (house, school, street, business, afternoon, 

evening). 

H. Study of clothing budgets. 



—14— 

TEXTILES AND CLOTHING BIBLIOGRAPHY 



Title 



Author 



*1. Clothing for Women 

*2. Dressmaking 

3. American Dressmaking 

*4. Shelter and Clothing 

5. Dressmaker 

6a. Sewing Course - •• 

*6b. Clothing: Its Choice, Care and 

Cost ••■ 

*7. Clothing for the Family 

*8. Textiles 



Baldt 

Fales 

Coates 

Kinne and Cooley 



Woolman .. 
Woolman . 



*9. Household Textiles.. 



10. Story of Textiles 

*11. Study of Fabrics 

12. Textiles and Clothing. 



McGowan and 

Waite 

Gibbs 



Walton.. 
Turner ... 
Watson. 



13. Textiles. 

14. Textiles.. 
*15. Textiles.. 



16. Silk 

17a. Principles of Design 

17b. Color in Everyday Life 

*18. Costume Design and Home Plan- 



ning. 



*19. Principles of Correct Dress 

20. Use of the Plant in Decorative 
Design 



*21a. Woman as Decoration 

*21b. The Art and Ethics of Dress. 

22. Textiles and Costume Design 

*23. Costume Design 

24a. Appropriate Clothes for the High 
School Girl 

24b. Girls' Clothing Contest 

25. Syllabus on Design 

26. Interior Decoration 

27a. Home Furnishing 

27b. Household Budget Clubs 



28a. Household Accounts 

28b. Financial Record 

29. Manual of Home Making. 



30a. Home Management 

*31a. New Housekeeping 

32a. Science of Home Making..., 
*32b. Business of the Household. 

33a. Wage-Earner's Budgets 

*33b. Personal Account Book 



*34. Laundering . 



*35. Housewifery 

36. Millinery (In preparation). 

37. Cost of Living 

38. Thrift in the Household 



*39 Selection and Care of Clothing. 

F. B. 1089 

40. Personal Hygiene 



Lippincott 

Scribner 

Pictorial Review 

Macmillan 

Butterick Pub. Co 
Fernald 



Nystrom 

Dooley 

Woolman and 

McGowan 

Corticelli Silk Co 

Batchelder 

Weinberg 



Izor 

Winterburn . 



Lawrence and 
Sheldon. 

Burbank 

Farnesworth... 

Elsworth 

Traphagen 



Alexander., 

Peek 

Alexander. 

Rolfe 

Hunter 

Phillips 



Publisher 



Date Price 



1918 
1917 



Lippincott 

Fed. Bd. for Voc.Ed 



Macmillan 

Whitcomb and 

Barrows 

Lawrence 

Appleton 

American School 

of H. E 

Appleton 

D. C. Heath 



Macmillan . 



Macmillan 

Moffat, Yard & Co 

Atkinson, Mentzor 

& Co 

Harper Bros 



Sheaffer 

Hershey 

Van Renssalaer, 
Rose and Canon 

Kittredge 

Frederick 

Pirie 

Taber 

More 

Y. W. C. A 



Scott, Foresman 

Dodd, Meade & Co 

Paul Elder 

Paul Elder 

John Wiley & Sons. 



C. I. A 

State Dept. of Ed... 

C. I. A 

Macmillan 

Lane 

Teachers' College, 

New York 

Macmillan 

University of Texas 



Balderston.. 

Balderston.. 

Tobey 

Richards.... 



Baldt. 
Pyle... 



1914 

1907 

1920 
1918 

1920 

1913 
1912 
1918 

1906 
1918 
1912 

1913 



Macmillan 

Century 

Doubleday, Page. 

Scott-Foresman. . . , 

Lippincott 

Henry Holt & Co, 

Pub. Dept., 600 Lex- 
ington Ave., N.Y. 

Balderston (1224 
Cherry St.,Phila.) 

Lippincott 

Lippincott 

John Wiley & Sons.. 

J. H. Puelicher, 
Milwaukee 



U. S. Dept. of Agri. 
W. B. Saunders 



1918 



1916 
1914 

1912 

1917 
1915 
1917 
1918 

1920 
1919 
1920 
1917 
1913 



1917 
1920 



1918 



1913 
1918 



1918 



1914 
1919 



1919 



1920 
1917 



—15— 



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Study of sewing machine with practice in 
cleaning, oiling, adjusting, and using simple 
attachments first on paper and then scraps of 
cloth before applying to garments. 

Purchasing individual equipment, arrange- 
ment ahd labeling of lockers. 

Organization of notebooks. 


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Brief history of Home Economics (by 
teacher). 

Analysis of home activities (to be drawn 
from pupils). 

Place of Textiles and Clothing in a Home 
Economics course. 

Aims. 

Tools for attaining above including equip- 
ment, books, records, observation of good 
and bad taste in practices. 

Brief history of dress (given by teacher 
with possible assignments for reports). 

Purposes of dress. 

Knowledge of equipment: 
1. Sewing machine. 

(a) Use. 

(b) Construction. 

(c) Care. 


Family expenditures. 

Amount spent for clothing. 

Amount spent by pupils. 

Systems for keeping accounts throughout 
course. 

Chapters assigned for outside reading and 
study. 


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1-2 Lessons 



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Adapting pattern to needs. 
Altering, buying material. 
Calculating and measuring amount. 
Width in relation to pattern and methods 
of making. 

Shrinkage and setting of color where 
necessary. 

Construction: 

Cutting, basting, fitting, seams. 
Fell purpose, band at waist, gathers, 
darts, plaits, plain and bound button- 
holes. 
Buttons. 
Hooks and eyes or buttons at knee. 


Kinds of repair employed: 

1. Darning hose, (holes and runs). 

2. Patching: 

Hemmed patch on underwear, etc. 


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Designs of different gar- 
ments from magazines, stores, 
or borrowed from some home. 

Bound buttonholes, bands 
and placket finishes. 

(1) 
(2) 
(4) 
(3) 
(14) 


Specimens of different types 
of mending. 

(4) 
(6) 
(12) 
(29) 


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Kinds. 

1. Plaited at waist. 

2. Gathered at waist. 

3. Darts at waist. 

4. Circular. 
Shopping. 

1. Kinds of materials suitable. 

2. Selection. 

(a) Width. 

(b) Shrinkage. 

(c) Color. 

(d) Durability. 

3. Comparison of wool and cotton 

for purpose. 
Ready to wear versus made bloomers. 

1. Cost. 

2. Purpose. 

3. Durability. 


Reasons for care and repair. 

1. Economy. 

a. Garment lasts longer. 

b. New appearance preserved. 

c. Cost of clothing lowered. 

2. Artistic necessity. 

a. Findings. 

b. Rips. 

c. Tears. 
When to repair. 

1. Consideration of location and nature 
of damages as to: 

a. Strain upon it. 

b. How prominent. 

c. Best methods of repairing. 

d. Materials to use. 


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Bloomers or child's 
rompers or child's combi- 
nation. 

15-20 Lessons 


Repair problems: Darn- 
ing and patching. 

3-5 Lessons 



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Ripping. 

Selecting good parts from worn and sep- 
arating. 

Mending, dusting, cleaning, pressing: 

Designing: 

Make drawing which shows what artistic 
combination is possible. 

Pattern making. 

Adaptation and changing pattern to meet 
needs of design. 

Placing pattern on good parts of material. 

Cutting, basting, fitting, finishing, pressing. 


Designing pattern: 

1. From commercial. 
Material: 

1. Measure for amount. 

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3. Shrinking. 

4. Setting color. 
Construction: 

Placing of pattern on material to best 

advantage. 
Cutting, basting, fitting. 

(Students fitting each other.) 
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Kind of seams, value of each. 
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Collars, cuffs, etc. Methods — values of 
each. 


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Ready made garments from 
stores. Commercial patterns, 
plackets, cuffs, etc., in paper 
and cloth. 

(4) 

(7) 

(8) 

(9) 

(15) 

(33) 

(37) 


Economics of remodeling: 

1. Out of style garments. 

2. Partly worn. 

3. Discarding. 

Care and repair of clothing: 

1. Daily care. 

2. Seasonal care. 
Design: 

1. For made over garments. 

a. Good line. 

b. Color combination. 

c. Possible arrangements. 
Textiles: 

Tests for strength and durability of worn 
materials. 
Dry cleaning: 
Trimmings. 
How to 

1. Renovate. 

2. Freshen. 

3. Make out of left overs or cast offs. 


Relation of pattern to: 

Style. 

Design. 

Appearance of wearer. 

Occasion. 
Shopping: 

1. Ethics of shopping. 

2. Selection of material. 

3. Knowledge of textiles. 

Review of general fibers. 
Study of cotton. 
Fastness of color. 

4. Value. 

Price, width, durability. 
Pure textile laws. 

1. Imitation finished cotton for linen. 

2. Mixtures. 


Renovation: Remodeling 
silk or wool dress by combi- 
nation with new material, 
etc. 

Making child's garment 
from worn garment of adults. 

Combining best parts of 
worn garments into wear- 
able ones, etc. 

15-20 Lessons 


Middy blouse, or 
man's shirt. 

15-20 Lessons 



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Sketch for working purposes. 

Adapting pattern to meet needs of design: 

Altering, changing. 
Shrinking of material — setting colors. 
Constructive process: 

Cutting, fitting, making. 

Seams, kinds, purposes. 

Hems, tucks, etc. 
Finishing: 

Applied Designs. 

1. Smocking. 

2. Embroidery. 

3. Fancy stitches. 

4. Applique. 
Combinations: 

Colors, textures. 


Testing outlines of foot and shoe by making 
imprints of foot on smoked paper and fitting 
shoe to it if possible. 

Discussion of accessories worn by class or 
accessories suitable for wardrobe. 


Renovating material: 

1. Cleansing. 

2. Retaining. 
Shaping. 

Designing (in case of hats). 
Recovering old shapes or new commercial 
ones. 

Making shape (in case of tam o'shanter). 

Designing and making (in case of bag). 

Trimming. 

Making of flowers, bows, ornaments, etc. 


Is 

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Y. W. C. A. posters for 
shoes. 

(24b) and statements. 

(39) 

(21b) 


Up-to-date hats, hat frames, 
tam o'shanters and bags for 
ideas, also designs from mag- 
azines, etc. 

(1) 

(4) 

(22) 

(29) 

(36) 

(39) 

House furnishings. 

(4) 

(26) 

(29) 


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Design: 

Simplicity, comfort, laundering qualities, 
durability, becomingness, originality. 
Patterns: 

Adaptations and alterations. 
Selection and buying materials: 

Color combinations, fastness of colors, 
durability, cost. 
Possible decorations: 

Applied designs, combination of mate- 
rials, combination of colors. 
Consideration of children's undergarments 
from hygienic, economic and artistic stand- 
points. 


Accessories in harmony with dress empha- 
sizing the artistic, hygienic and economic 
aspects. 

Points on purchasing accessories. 


Economics of remodeling: 
Design. 

(a) Suitability of hats to person. 

1. Types of faces. 

2. Coloring, features, etc. 

(b) Suitability of hat or bag to 
occasion. 

(c) Suitability of hat to costume. 
Textiles: 

(a) Quality of material for problem. 

(b) Judgment of values of commercial 
product. 


0) 

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Children's clothes, or 
smock, or Russian blouse. 

20-25 Lessons 


Accessories: 
Shoes, 
Hose, 
Gloves, 
Hats, 

Collars and Cuffs, 
Bags, 
Pins, etc. 


Millinery: 
1 - • A ' 20-25 Lessons 

Hat or tam o'shanter, or 
bag of velvet, or House 
Furnishings. See outline on 
the House and Its Manage- 
ment. Also House Planning 
and Furhishing. 

Note: If it seems best 
the time may be divided 
between these two subjects. 



-24— 



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ELECTIVE COURSE IN DESIGN FOR HIGH SCHOOLS 

(One-half Unit.) 
Ninety 90-minute Lessons. 

Accepted for one-half independent affiliation in design. Not a 
home economics course, but recommended for all those taking this 
subject. 

The aims of a high school course in design should be : 

1. To cultivate a feeling for beauty or harmonious arrangement in 
all things. 

2. To offer a means for expression of this feeling other than that of 
verbal language. 

3. To develop ability to draw natural and abstract forms so that 
compositions will be adequate and clear expressions. 

4. To give as much knowledge of the underlying principles of de- 
sign as will contribute toward cultivation of feeling for harmony of 
line, form and color and aid in its expression. 

The various problems given in this outline are suggestions that can 
well be supplemented by the individual teacher according to the needs 
of her class and community. 

Note. — Refer to reference list under Applied Design. 



—28— 




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—31— 



)ESIGN APPLIED TO COSTUME AND INTERIOR DECORATION 



I. Design — Thirty 90-minute Lessons. 
II. Costume Design — Thirty 90-minute Lessons. 
III. House Planning and Furnishing — Thirty 90-minute Lessons. 



I. DESIGN. 
Thirty 90-minute Lessons. 

A study of design principles is a necessary introduction to any form 
of applied design such as costume or interior decoration. Real appre- 
ciation of beauty or harmony can, of course, be cultivated only on a 
basis of individual feeling. Nevertheless, an analytical study of the 
elements of harmonious arrangement or design, such as line, light and 
dark masses, and color is valuable in so far as it can aid in the develop- 
ment of appreciation or feeling and promote its expression in creative 
work. 

The study of design principles can be carried on most effectively in 
a high school class by means of illustration. The designs of students 
put up for class criticism offer valuable means for discussion of various 
points as outlined. The study of fine examples of rhythm, balance, 
and harmony of line, mass, and color in pictures, textiles, and all forms 
of art is an incentive to better work as well as a means of cultivating 
appreciation. The study of natural forms in representative drawing 
is an essential part of a course in design, but there must be a perfect 
understanding of the distinction between mere drawing and design. 
Drawing is for the purpose of increasing the graphic vocabulary. The 
forms learned, when arranged and adapted decoratively to suitable 
space, compose a harmony that is a real expression of feeling on the 
part of the designer. Facility and freedom of expression come with 
practice, and appreciation grows with exercise. For this reason there 
should be sufficient opportunity for proper development. 

It is recommended that home economics students be advised to 
elect courses in design covering a longer period than is given to this 
course whenever it is possible for them to do so. 



—32— 



REFERENCE LIST FOR DESIGN, APPLIED DESIGN, COSTUME DESIGN, HOUS 
PLANNING AND FURNISHING 



Title 



(1) Principles of Design 



*(2) 
(3) 

(4) 

(5) 

*(6) 
(7) 
(8) 

*(9) 

(10) 

(11) 
(12) 

(13) 
(14) 

*(15) 
(17) 

*(18) 

(19) 

(20) 

(21) 
(22) 

(23) 
(24) 

*(25) 

(26) 
(27) 
(28) 
(29) 
(30) 



Design in Theory and Practice 
Dame Fashion (Historic Cos- 
tume). 
Applied Drawing 



Textbook of Design. 



Lettering 

Lettering in Ornament 

Theory and Practice of Teach- 
ing Art 

Composition 



Use of the Plant in Decorative 
Design. 

Illustrative Exercises in Design 
Principle and Practice of Ele- 
mentary Drawing 

Handbook of Plant Forms 

Color 



Interior Decoration 

Costume Design and Illustra- 
tion 



Costume Design and Home 
Planning 



Author 



Batchelder. 
Batchelder.. 



Inland Printer, 

Chicago 

Macmillan Co.... 



Brown 

Kelley and 

Mowll 

Stevens 

Lewis Day 

Arthur Dow. 
Arthur Dow. 



Lawrence and 

Sheldon 

Elizabeth Branch 



Mabel Soper 

Clarke 

Snow and Froe- 

lich 

Frank Parsons 



Ethel Traphagen. 



Estelle P. Izor. 



Publisher 



Atkinson Mentzer, 
Chicago 



Houghton Mifflin Co 
Davis Press, Worcester 
Scribners, N. Y. 



Davis Press 

Doubleday Page, 
Garden City 



Davis Press. 
Davis Press ... 



Davis Press . 
London 



Prang Co 

Doubleday Page.. 



John Wiley & Sons, 

N. Y 



Historic Costume from Egyp- 
tian to Present 

Dressmaking Chapters on 

Historic Costume 

Four volumes of books 

Modes and Manners of the 19th 

Century 

Domestic Architecture 

The Family Home 



House Planning and Furnish- 
ing. 

Inexpensive Furnishing 

The House in Good Taste 

Handbook of Furniture 

Furniture of Our Forefathers ... 
Decorative Styles and Periods.. 



(31) Furnishing a Modest Home. 



(32) 
(33) 



(34) 
(35) 

(36) 



Art and Economy in the Home 
The Practical Book of Interior 
Decoration. 



Planning and Furnishing the 

Home 

Color Schemes for the Home 
and Model Interiors. 



Interior Decoration for the 
Small Home 



Racinet. 



Jane Fales . 
Calthrop.... 



Robinson 

Chas. Francis 

Osborne. 
Charlotte Wait 

Calkins. 

Elkin Wallick 

Elsie De Wolfe 

Walter A. Dyer.... 
Esther Singleton.. 
Helen Churchill 

Candee 

Fred Hamilton 

Daniels. 
Mabel Priestman . 
Harold Donaldson 

Eberlein, Abbot 

McClure and 

E. S. Holloway .. 



May J. Quinn 

Henry W. 

Frohne and 

Alice and 

Bettina Jackson 



Rolfe. 



Atkinson & Mentzor, 
Boston, Mass 



Scribners.. 



CofI 

- 



1917 



1912 



1914 
1918 



1918 
1916 



Macmillan 

The Pennsylvania Pub. 

Co 

Scott, Foresman & Co. 

Chicago 



Century Co 

Century Co 

Doubleday Page & Co, 



Frederick A. Stokes.... 
Atkinson, Mentzer & 

Co., Boston 

John Lane & Co 



J. P. Lippincott Co., 
Philadelphia 



Harper Bros. 



J. P. Lippincott. 

Macmillan 



1917 



1917 
1910 
1916 



1913 
1918 
1918 

1906 

1908 
1908 



1919 
1914 



1919 
1917 



(Magazines.) 
Vanity Fair. 
Vogue. 

Harper's Bazar. 
Bon Ton. 

House and Garden, Conde Nast & Co $ 3 00 

♦House Beautiful, House Beautiful Pub. Co 3 00 

Country Life, Doubleday Page, Garden City 5 00 

Good Furniture. 

Slides — Rented by House Beautiful Magazine.. 5 00 

Beautiful Exteriors. 
Beautiful Interiors. 



-33— 



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—42- 



ELEMENTARY FOODS AND COOKERY 



FOODS ONE AND TWO. 

One-half Unit foe Each Couese. 

(160-180 Lessons.) 

The course has been planned to have two primary aims: the study 
of menu planning and preparation of meals; and the study of foods 
and their preparation for the table. A background of considerations 
of food sanitation, considerations of small courtesies connected with 
the serving of food, and considerations of applied art and design in 
the serving of food should also be furnished the student. A knowledge 
of kitchen efficiency and organization in the planning of meals should 
also be acquired. 

This outline, though suggestive of the order of work, is not intended 
for use as it stands, but should be adapted and applied by the indi- 
vidual teacher. Fruit and cereal lessons, for instance, are much better 
combined and given in such a way that the girls may study the two 
subjects together, with a fruit and a cereal served as an individual meal 
at each lesson; a breakfast bread may be served with a fruit or a 
beverage. Many other applications of this same idea will be apparent 
to the teacher. Care must be taken, however, to prevent the presenta- 
tion of so many things in one lesson that the students will be confused 
and will see nothing clearly. In every case, where several lessons are 
given to the study of one subject, the final lesson should be, both in 
practical work and subject matter, a summary of previous lessons on 
the subject. 

The committee responsible for the outline desires to point out that 
the suggested sequence of subjects is a recurring sequence, bringing in 
work on each group of foods three distinct times; and also that, as 
suggested in the outline, such a sequence emphasizes especially the 
teaching of food values. A very general idea of food groups and of 
their relation to each other and to nutrition precedes the planning of 
meals, and a consideration of each meal as a whole precedes the con- 
sideration of its parts. It is thought that this will give the high school 
girl a better idea of food, and will also enable the teacher to stress 
throughout her work a general (not elementary or detailed) knowledge 
of food values. 

There are several approved text-books in the bibliography. These 
are starred (*). Anyone of them will be a valuable aid to the teacher 
of food work if introduced as a text for the pupils. No one of the 
texts will, however, contain all necessary information. For this reason 
good references for the teacher are suggested with each subject. The 
books are listed and numbered in the reference list and, under each 
division of the subject, are referred to by number, as (8) pp. 28-33. 

Note. — Excepting (20) all reference books are required for affiliated and 
Vocational Courses. 



-43- 



KEFERENCE LIST FOR ELEMENTARY FOODS 



Title 



Author 



Publisher 



Date 



Cost 

f 1 50 

1 50 

1 10 

1 10 

1 10 



(1) Source, Chemistry, and Use 
of Food Products. 
*(2) Foods and Cookery 

*(3) Domestic Science, Principles 

and Application. 
*(4) Food Study 

*(5) Foods and Household Man- 
agement. 

*(6) Practical Cookery 

(Out of print and in process 
of revision in 1920.) 

(8) The Boston Cooking School 

Cook Book. 

(9) Use and Preparation of Food. . 

*(10) Science of Home Making 

(11) Food Industries 

(12) Food Products 

(13) Feeding the Family 

(14) Everyday Foods in War Time. 

(15) Table Service 

(16) The Up-to-Date Waitress 

*(17) A Text Book of Cooking 

(18) Physics of the Household 

(19) Household Chemistry 

(20) The Encyclopedia of Foods and 

Beverages 

(21) Successful Canning and Pre- 
serving 

(22) Canning and How to Use 

Canned Foods. 

(23) Bacteria, Yeasts, Molds 

(24) Household Bacteriology 

(25) Bacteriology and Mycology of 

Foods. 

(26) Dairy Bacteriology 

(28) Housewifery 

(29) Laundering 

(30) American Journal of Home 

Economics. 

(31) American Food Journal 

(32) Forecast Magazine 

(33) Agricultural Lantern Slides. . . 

(34) U. S. Dept. of Agri. Food 

(35) Corn Products Exhibit 

(36) Cocoa and Chocolate 

(37) Flour Exhibit 

(38) Meat Charts: 

Notebook size 

Notebook size 

Celluloid 

. $9) Vanilla Bean Exhibit 

t0) Cereal Exhibit 



Bailey 

Matteson and 

Newlands 

Bailey, Pearl L. . . 

Wellman, Mabel 

T. 
Kinne and 

Cooley 

Department of 
Domestic Science 

Farmer, F. M . . . . 

Federal Board for 
Voc. Ed. 

Pirie, Emma E. . . 

Vulte and Vander- 

bilt. 
Sherman, Henry 

C. 
Rose, Mary S . . . . 

Rose, Mary S 

Allen, Lucy G. . . . 

Hill, Janet M 

Greer, Carlotta.. . 
Lynde, Carleton J. 
Snell 



Blakiston, 

Philadelphia, Pa. 



Macmillan, N. Y. . . . 
Webb Pub., Co., 

Minneapolis 

Little, Brown & Co. 

Boston 



Macmillan, N. Y. . . 

Kansas State Agri. 

Col., Manhattan. 



Little, Brown & Co., 

Boston 

Federal Board for Voc. 

Ed., Washington, 

D. C 

Scott, Foresman & Co., 

Chicago 

Chemical Pub. Co., 

Ea3ton, Pa 

Macmillan, N. Y. and 

Dallas 

Macmillan, N. Y 

Macmillan, N. Y 

Little, Brown & Co., 

Boston 

Little, Brown & Co., 

Boston 

Allyn & Bacon 

Macmillan, N. Y 

Macmillan, N. Y 



1916 
1914 
1917 
1915 



1912 



1915 

1914 

1914 
1916 
1918 

1916 

1906 
1915 



1914 



Ward, Artemas. . . 



Powell, Ola. 

Bitting and 

Bitting. 



Conn 

Buchanan and 

Buchanan 

Tanner, Fred W. . 

Russel and 

Hastings. 
Balderston, L. 

Ray 

Balderston, L. 

Ray. 

American Home 
Economics As- 
sociation. 

Patterson Pub. Co. 

Forecast Pub. Co. 
International 

Harvester Co . . 
U. S. Dept of Agri. 

Corn Products 
Refining Co 

Walter Baker & 
Co 

Huyler & Co 



Ward, Artemas, N. Y. 



Lippincott 

Nat'l Canners' Asso- 
ciation, Washington 
D. C 

Ginn & Co 



1917 



Macmillan 

John Wiley & Sons, 
N. Y 

H. L. Russel, Madi- 
son, Wis 



1903 
1913 



1918 



Lippincott 

L. R. Balderston, 1224 
Cherry St., Phila- 
delphia, Pa 

1211 Cathedral St., 
Baltimore, Md 



140 N. Dearborn St., 

Chicago 

6 E. 39th St., N. Y. 



Chicago 

Washington, D. C. 



Lowney 

Washburn-Crosby 
Hoecker-Jones- 
Jewell Co 



Bridgman, E. C. . 
Armour & Co. . . . 
Whitcomb & 

Barrows 

Burnett, J., & Co 
Postum Cereal Co 



New York 

159 Franklin St.,N. Y, 
64 Irving Place, 

Boston, Mas3 



Minneapolis, Minn. . 

New York City 

86 Warren St., N. Y. 



1 60 

20 
90 

1 75 

2 25 
2 10 

80 

1 25 

1 50 
1 25 



1 25 
10 00 

2 00 



1 00 

2 25 

1 00 

2 50 
1 00 



Boston, Mass 

Boston, Mass 

Battle Creek, Mich. 



-44- 






REFERENCE LIST FOR ELEMENTARY FOODS— Continued 



Title 



Author 



Publisher 



Date 



Cost 



(41) Laundry Pamphlets. 



(42) Spice Exhibit 

(43) Baking Powder Exhibit. 



Proctor & Gamble 

Co. 
Luther Ford & Co. 
Stickney & Poor 

Spice Co 

Royal Baking 

Powder Co. . . . 



Cincinnati, Ohio... 
Minneapolis, Minn. 

Boston, Mass 

135 William St., N. 



HOME PROBLEMS IN FOOD STUDY 



Suggested Home Peoblems and Home Pkojects Paralleling the 
Laboratory Practice in Foods. 

Repetition of product made in class often enough to acquire skill in 
its making. 

Preparation of single meal, as Sunday morning breakfast or Satur- 
day night supper. 

Setting of table for meals — special reference to time, and appear- 
ance of table. 

Serving of meals. 

Planning of meals and marketing (for a period of one week to ten | 
days). 

Laundering of table napkins and doilies. 

Canning and other food preservation. 



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Directions about laboratory dress, etc. 

Measurements. 

Measure out 100 calorie portions of different 
classes of food. Discuss carefully but briefly 
the values of each class of food at the same 
time. 


Plan light, moderate and heavy breakfasts 
for different seasons of the year and for 
limited and moderate incomes. 

(This may be used as a class rather than an 
individual exercise.) 


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(3) Chap. 1. 
(5) Chaps. 1-11. 
(33) 

(10) Part II, Chaps. 1 and 
11. 

(12) Chap. 1. 

(13) Chap. 1. 

(17) Division 1. 

(10) Chap. XXI. 

(13) Chaps. 1, 12. 

(14) Farmers' Bulletin No. 
808. What the Body Needs. 

Iowa State College Home 
Economics Bulletin 1. Planning 
and Serving Meals, Ames, 
Iowa. 


(8) P. 593. 

(16) Chap. VI. 

(17) Chaps. IX and X. 
(15) 

(4) Lessons XII, XXIII. 
Iowa Bulletin mentioned 
above. 


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I. General introduction to Course. 

A. Purpose of food study. 

1. Theoretical study. 

a. Relation of food to health. 

b. Economic study. 

2. Practical study. 

a. Planning of menus. 

b. Marketing. 

c. Care of food in the home. 

d. Preparation of dishes and meals . 

e. Serving of meals. 

B. Laboratory habits. 

1. Personal neatness and cleanliness. 

2. Neatness and cleanliness in work. 

3. Accurate and careful work. 

a. Measurements. 

b. Dishwashing. 

c. Care of laboratory. 

d. Care of dish cloths and dish 

towels. 

C. Considerations in menu planning. 

1. Food values and family group. 

2. Utensils. 

3. Flavors. 

4. Appearance. 


A. Planning breakfast menus: 

1. Characteristics of first meal in day. 

a. Simplicity. 

b. Lightness. 

Moderate amount of fuel and 
building material in average 
diet. 

c. Appetizer included. 

d. Stimulant sometimes included. 

2. Division into courses. 

3. Combination of courses. 

4. Brief discussion of relative cost of 

foods for breakfast. 


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Make cottage cheese. 

Macaroni ] 

Rice [ with cheese. 

Potatoes J 

Cheese souffle. 
Cheese fondu. 
Welsh rarebit. 


Boil and cream fish. 
Baked fish: 

Whole. 

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Shell fish: 

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Shrimps, etc. 


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(1) Chap. XVI. 

(3) Lesson 12. 

(2) Chap. VII. 

(4) Chap. LVIII. 

(5) Chap. IX. 
(12) Chap. IV. 

(6) Pp. 84-85. 
(10) Chap. X. 
(8) P. 377. 
(17) Division 4. 
(26) Chap. VIII. 
(20) 

Farmers' Bulletins, No. 487, 
Cheese and Its Economical 
Uses in the Diet; No. 850, 
How to Make Cottage Cheese 
on the Farm; No. 960, Neuf- 
chatel and Cream Cheese. 


(2) Chap. XI. 

(4) Chaps. XLI, XLII. 

(5) Chap. XIV. 
(12) Chap. VII. 

(6) Pp. 80-83. 
(8) Chap- XIV. 
Farmers' Bulletin No. 85, 

Fish as a Food. 


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3. Cheese. 

a. Kinds. 

b. Production. 

c. Composition and food value. 

d. Place in diet. 

e. Cookery. 

(1) Effect of heat. 

(2) Use in cookery. 


4. Fish. 

a. Kinds. 

b. Production. 

c. Composition and food value. 

d. Place in the diet. 

e. Buying. 

f. Cookery. 

g. Fish sauces. 


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-65— 



FOODS AND ELEMENTARY DIETETICS 

Foods III, One-half Unit. 
(80-90 Lessons.) 
Prerequisite: One Unit Elementary Foods and Cookery. 
Reference List for Foods and Elementary Dietetics: 



Title 



Author 



Catering for Special Occasions. 

Nutritional Physiology 

Practical Dietetics 

Home Dietetics 

Care and Feeding of Children . 

Chemistry of Food and Nutri- 
tion 

The Business of the Household 
Food Charts 



Farmer, F. M . . . . 

Stiles, Percy 

Pattee, AlidaF.. 



Holt, L. Emmett. 



Sherman, H. C. . 
Taber, C. W.... 
Blood, Alice F. . 



Rose. 



Publisher 



Little, Brown & Co., 

Boston, Mass 

W. B. Saunders Co., 

Philadelphia, Pa.. . . 
A. F. Pattee, Mt. 

Vernon, N. Y 

American Red Cross, 

Washington, D. C. . 
D. Appleton & Co., 

New York 



Date 



Macmillan, N. Y 

J. B. Lippincott Co. . . 
Whitcomb & Barrow?;, 

Boston 

Macmillan, N. Y 



1916 
1910 



1912 



1918 
1918 



1914 
1913 



Cost 



1 50 
1 50 



75 



2 00 
2 00 



Textbook recommended for Dietetics — "Feeding the Family," by M. S. Rose. 

For references see Elementary Food Outline also. 



—66— 



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Plan and serve meals containing very small 
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Serve same meal with more calcium. 

Plan and serve meals to illustrate little 
phosphorus and the addition of phosphorus. 


X 

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(46) Chap. III. 
(49) Chaps. IX, X, XI, 
XII. 
(52) 


D. Other food value than fuel: 

1. Building and regulating substances. 
a. Protein. 

(1) Kinds. 

(a) Complete. 

(b) Incomplete. 
Desirability of serving foods con- 
taining incomplete proteins with 
milk. 

(2) Important protein foods. 

(3) Necessary amount in the 

diet. 


b. Mineral substances. 

(1) Calcium. 

(a) Importance. 

(b) Foods containing 
appreciable amounts. 

(2) Iron. 

(a) Importance. 

(b) Foods containing 
appreciable amounts. 

(3) Phosphours. 

(a) Importance. 

(b) Foods containing 
appreciable amounts. 


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wrong choice of food, from standpoint of 
vitamine content. 

Change meals to illustrate good choice of 
food. 

I'se these meals for a review of protein, 
mineral, and vitamine content in the food. 


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(13) Chaps. Ill, IV. 

(50) Chap. XVII. 

(51) 

Cornell Reading Course, 
Thrift Series, Lessons No. 128 
and No. 127. 


4) 
4) 

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c. Vitamines. 

(1) Importance in relation to 
mal-nutrition. 

(2) Kinds. 

(a) Fat soluble A. 

(b) Water soluble B. 

(c) Water soluble C. 

(3) Sources of vitamines in food. 

(a) Fat soluble A. 

(b) Water soluble B. 

(c) Water soluble C. 

(4) Discussion of fruit, vegetables, 
and milk in the diet. 


E. Diets for adults of limited means. 

1. Refer to income division with special 

reference to amount necessary for 
food. 

2. May make survey of average income 

received by one class, as sales- 
girls, street car conductors, etc., 
and decide on general division of 
income amount to be spent for 
food per week and per day. 

3. Discuss classes of food to be included 

in a minimum diet and least ex- 
pensive foods in each class. 


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— 76— 

BIOLOGY 

One Unit. 

(170-180 Lessons.) 

(Thirty to Thirty-six Weeks.) 

This outline is offered as a suggestive guide for the teachers of 
Biology' in the schools of Texas. There are many imperfections, but 
it is with the hope that it may be of some constructive use that it is 
offered. In many instances more material is presented than is needed 
for the. development of the theme. This is done so that the teacher 
may select those problems best suited to her environment. 

Where possible, the teacher should correlate the problems of Biology 
with related problems in Home Economics. Many useful and in- 
structive home projects can be carried out in this way that would other- 
wise have to be omitted for lack of time. 

Great care should be exercised in seeing that the students record 
in their note books the exact results and observations that they ob- 
tained. 

Too much emphasis can not be put on the importance of field trips 
in the teaching of biology. The student should realize that biology 
deals with living organisms and that a knowledge of man's relation to 
them and to his fellow man involves some of the most vital problems 
of biology. 

Some of the references are rather advanced and are primarily in- 
tended for the teacher that she may have a broad conception of the 
subject as a whole. 

All bulletins should be ordered several months before they are needed 
as there are frequent delays in their transmission. 

Throughout the course (1) refers to Hunter's Civic Biology and (2) 
to Hunter's Laboratory Problems in Civic Biology. All other refer- 
ences to books are made by using the number preceding the name of 
the book. 



-77- 



BIOLOGY REFERENCES 



Title 


Author 


Publisher 


Date 


Cost 






American Book Co 

American Book Co. . 


1914 


$ 1 25 


2. Laboratory Problems in Civic 

Biology 

3. Practical Botany 


Hunter 


Andrews 






4. *Practical Botany 


Bergen and Caldwell 

Broadhurst 

Conn 








5. Home and Community 

Hygiene 


Lippincott 


1919 


2 00 


6. *Bacteria, Yeasts and Molds . . 


Ginn & Co 




7. *Principles of Economic 

Zoology 

8. Problems in Botany 




W. B. Saunders 

Ginn & Co 


1917 


2 00 


Eikenberry 






1915 
1915 


1 40 
40 








12. *Elementary Biology 






13. *General Bacteriology 


Jordan 

O'Kane 


W. B. Saunders 


1916 
1912 

1912 
1912 

1912 


3 50 
2 00 

75 


15. *Manual of Experimental 




American Book Co. . . . 
Doubleday, Page 




Reed 


3 00 


17. *Co!or Key to North American 
Birds 




2 50 


18. *Trees of Texas 


Lewis 

Rosenau 


University of Texas 




19. Preventive Medicine and 




1917 


7 50 


20. *Injurious Insects and Useful 






21. Healthful Living 

22. Animals, Their Relation to 

Man 

23. Food Products 




Macmillan Co 

Ginn & Co 

Macmillan Co 

Ward, N. Y 


1919 

1912 
1914 


2 00 


Wood and Dearborn 


60 
2 00 


24. Encyclopedia Foods and 


Ward 




25. Bacteriology and Mycology 


Tanner 




















American Book Co. . . . 


1913 


1 20 








28. The International Harvester 










29. Biology 


Ganon" 


Holt 


1917 


1 80 


30. The Living Plant 















—78— 

BIOLOGY. 
Week I. 

1. Why study Biology? (1) Chap. 1. 

2. The environment of plants and animals. (1) Chap. 2. 

3. Laboratory — General laboratory directions. 

Home Problem — The environment of some plant, or of some 
animal. Bring to class a written statement of the observa- 
tions on this problem. 

4. Discussion of problems assigned in previous lessons. 

5. Field trip to determine the environment of plants and animals. 
References: (12) Chap. 6, p. 11 (3), (27). 

Week II. 

1. The function and composition of living things. (1) Chap. 4. 

2. The function and composition of living things. (1) Chap. 4. 

3. Laboratory — The cell: The unit of plant and animal structure. 

Use charts, and microscopic studies of types of cells. 
(Note. — Inner skin of the onion for plant cells, cells from the 
inner epithelium of the cheek, unicellular algae, protozoans, etc.) 

4. Written review of the work up to date. 

5. Field trip. Seed dispersal. (2) Problem 24. 

Week III. 

1. Discussion of field trip on seed dispersal. (3) (4). 

2. Weeds, their economic importance. (4) (28). 

3. Laboratory — Study of organic foods. Tests for protein, carbohy- 

drates, and fats. Microscopic examination of starch grains. (2) 
Problems 26-30. 

4. Plant growth and nutrition. (1) 58-66. 

5. Study of a bean seed; of a grain of corn. 

Suggested Home Problem : Collect and mount the most im- 
portant of the weed pests of your vicinity. 
References: (3) (4). Weed Charts of the International Har- 
vester Co. Farmers' Bui., TJ. S. Department of Agriculture 86, 
by Chester, "Thirty Poisonous Weeds of the United States/' and 
No. 17, "Two Hundred Weeds, and How to Know Them." 

Week IV. 

1. Complete discussion on causes of growth. (1) Chap. 5. 
Demonstration of oxidation, etc. 

2 and 4. Recitation on the Organs of Nutrition in Plants. (1) 

Chap. 6. 

3 and 5. Laboratory periods. Experiments on the Germination of 

Seeds, and the requirements for seed germination. 

(1) Rag-doll test. 

(2) Test for carbon. 



— 79— 

(3) Test for carbon dioxide. 

(4) Test for oxygen. 

(5) To demonstrate the oxidation of food by germinating 

seedlings. 

(6) To determine the function of the cotyledons. 

(7) Enzyme action on starch. In the mouth; in plants. 

(8) To demonstrate the disappearance of starch from the 

cotyledons. 

(9) To demonstrate that seeds exert force in absorbing 

moisture. 
References: (2) Pp. 61-71. (5) U. S. Bui. on Rag-doll Tests. 

Week V. 

1 and 2. To be used in discussion and in setting up of the following 
exercises and demonstrations: 

(1) To determine the influence of gravity on the direction of 

root growth. 

(2) To determine the influence of moisture on the direction 

of root growth. 

(3) To determine the influence of light on the direction of 

root growth. 

(4) To discover how fluids travel through roots and stems. 

(5) To measure the rapidity of growth in a root. 

(6) Demonstration of osmosis. 

(7) What kinds of soils hold water best. 

3. Laboratory. — Recording of results of the above demonstrations and 

experiments; microscopic examination of root hairs. 
References: (15) Pp. 85-108. (2) Pp. 72-81. 

4. Written review. 

5. Laboratory. — Work of the leaf: 

(1) To demonstrate that plants give off water. 

(2) Study of the reaction of leaves to light. 

(3) To demonstrate that starch is present in green leaves that 

have been in the light. 

(4) To demonstrate that carbon dioxide is necessary for photo- 

synthesis. 

(5) To demonstrate that oxygen is a by-product of photosyn- 

thesis. 
References: (2) Pp. 84-90. (5) Pp. 151-168. 

Week VI. 

1 and 2. Plant Growth. (1), Chap. 7. (Stress photosynthesis.) 
(12), Chap. 17. 

3. Laboratory. — Develop discussion and record results of last experi- 

ments. 

4. Study of transportation and assimilation of food. (1), Chap. 8. 
m Laboratory. — To demonstrate the presence of stomata: study of 

lenticels. (Chinaberry furnishes excellent material for lenticel 
study, apple, etc.) 
1 References: (15) P. 163. (4). 



—80- 
Week VII. 

L. Discussion and demonstration of the gross structure of the stem of 

monocotyledons and dicotyledons. 
I. Set up the following experiments : 

(1) To demonstrate the upward path of liquids in stems. 

(2) A comparative study of potato stems grown in the light 

and in the dark. 

(3) To find out through what part of a woody stem food passes 

down. (2) Problems 84 and 78. 
Home work problem: Uses of Stems. (2) Problem 81. 
3. Laboratory. — Microscopic study of the stem of a monocotyl, of a 

herbaceous dicotyl, of a woody dicotyl. . 
i. Influence of the environment on the distribution of trees; the for- 
est areas of the United States. 
References : U. S. Bui. on Forest Reservation. Bray, Vegetation 
of Texas; Lewis, Trees of Texas. 
5. Laboratory. — Field trip. To study the trees of the region and 
how to recognize them by their bark, stem, and method of branch- 
ing. 
Assign a map of the forest distribution of Texas with notes on the 
rainfall, temperature, and winds of each region. 

Week VIII. 

1. The economic value of trees. (1) Chap. 9. 
(Report on forest areas of Texas.) 
Outline of lesson discussion : 

Uses of forests : 

Timber, relation to rainfall, watersheds and floods; prevention 
of erosion; wind-breaks; bird and other wild animal reserva- 
tions. 

2. Forest study continued. 

Enemies : 

Fire, insects, parasitic plants, grazing of domestic animals, 
man (improper logging and clearing). 
Forest protection. 

3. Study of cuts of wood. (2) Problem 80. 

Discuss veneering of wood. \ 

If possible, visit a good furniture store and study the different*; 

woods used in furniture manufacture. / 

Reference: Hough's Sections of Wood. I 

4. (1) Chap. 10. Garden Vegetables and Field Crops. Corn, wher, . 

oats, rice, other grains, sugar cane, sugar beets. ' 

5. Home project: 

Make a list of field products of your community; of orcharc ( 
products, of garden products. 
Suggested Saturday excursion: Visit a cotton gin and a cotto* 3 
oil mill. Visit a cotton field. 



—81- 
Week IX. 

I The economic importance of green plants, Cotton. 
Outline of lesson discussion on cotton: 

(1) Brief history of the plant. 

(2) The plant and its environmental requirements. 

(3) Methods of cultivation and of seed selection. 

(4) Uses: as fiber, food oils, etc. 

(5) Enemies: cotton boll worm, boll weevil, pink boll worm. 

(6) Birds, their relation to cotton farming. 

Bring your charts showing the advance of the boll 
weevil in the South up to date. 

During the next three months have the students make 
a notebook of all newspaper and magazine clippings 
of insect enemies of field products. Classify these. 

(7) Give the location and the products of the cotton spindle 

mills in Texas. (Consult your local dry goods mer- 
chant.) 
References : Birds of the Southeastern United States in 
relation to agriculture. Farmers Bui. 755, U. S. Dept. 
of Agri. Cotton boll worm. Farmers Bui. 872 also 
890, U. S. Dept. of Agri. The Pink boll worm, U. S. 
Dept. of Agri., Bureau of Entomology. 
3. Study of the geographical distribution and of the environment of 
the following: Tea, coffee, cocoa (chocolate), chincona (qui- 
nine), vanilla, rubber, cork, hemp, etc. 
See encyclopedia, bulletins, etc. 

3. Oral and written review. 

4. Presentation by the teacher of a brief outline of the characteristics 

of the four great groups of plants and of the position of fungi in 
these groups. 

5. Laboratory. — Set up experiments demonstrating the growth of 

molds on bread, potatoes, fruit, preserves, etc. What is the re- 
lation of molds to light, temperature, and moisture? 
Home project : Collect and list materials on which molds are found 
at home, at the grocery and other food stores. 

Week X. 

1. Molds. (1) Pp. 130-135. 

Structure. 
Distribution. 
Reproduction. 
References: (6) Dust Gardens, Bui. of the Univ. of Cornell. 

2. Yeasts. (6) Pp. 135-139. 

History of yeast. 

Uses of yeasts. 

Uses of wild yeasts, etc. 

Factors influencing the development of the yeast plant. 

3. Laboratory. Microscopic study of molds. Mucor or bread mold. 

Examination of other molds brought in by the students. Discuss 
spore dispersal. How may molds best be controlled? 



—82— 

4. Lecture on the life history, the economic importance, and the 

methods of control (fungicides, crop rotation, etc.), of smuts, 
rusts, and mildews, etc. 
See bulletin references. 

5. Laboratory. — Yeasts. 

(1); (2) Problem 90. 

(2) Conditions effecting growth; moisture, temperature, food, 

etc. 

(3) Microscopic study of yeasts; dry, and growing. 

Week XL 

1. General discussion of Bacteria. (1) Pp. 139-144. 

Compare bacteria with yeast and molds. 
%. Effect of physical agents on growth of bacteria: 

Light. 

Temperature. 

Moisture. 

Concentration of media (conserves, keeping jellies, etc.). 
Effect of chemical agents: 

Food. 

Oxygen. 

Antiseptics and disinfectants. 

3. To determine the distribution of bacteria in the air : 

Expose plates of sterile agar for seven minutes in the following 
places : 

Laboratory, home, grocery store, crowded places, out of doors, 
before sweeping, during sweeping, after sweeping with a 
damp broom or oil mop. If possible, demonstrate the sani- 
tary value of a vacuum cleaner. 
Discuss and demonstrate methods of sterilization. 

(1) Dry heat. 

(2) Moist heat. 

(a) Arnold sterilizer. 

(b) Pressure canner, if available. 

4. Discuss more in detail the subject of antiseptics and disinfectants. 

Farmers Bulletin 926, IT. S. Dept. of Agri. Pour plates for 
demonstrating the effect of temperature. 

5. Examine bacteria from hay infusion and decaying beans. 

Stain with Gentian Violet. 
Stain and examine bacteria from the teeth. 
Pour plates to show that many bacteria are found on common 
objects. 

Week XII. 

1. Life of Louis Pasteur and his influence upon the science of 

Bacteriology. 
Z. General discussion of fermentation with special consideration of 

acetic, lactic acid, and alcoholic fermentations and their economic 

importance. 



»i 



—83— 

3. Laboratory experiments : 

To determine the most effective disinfectants. (2) Problem 
107. Use one drop of hay infusion for inoculation. 

Einse non-sterile Petri dishes with the same disinfectants. Add 
sterile agar, incubate and examine later. Examine plates 
previously poured. Discuss results, make practical applica- 
tions, and record in note books. 

4. Care of Milk. 

Production of clean, wholesome milk, butter, and cheese pro- 
ducts. 
Milk contamination and milk faults. 
Milk carried diseases and their significance. 

5. Laboratory — the care of milk. 

(2) Problems 103, 104, 105, 106. 

Expose plates 7 minutes in dairy barn while milking during 
feeding, and while milking before feeding. Demonstrate that 
ordinary methods of dishwashing do not destroy all bacteria: 

Experiments on the care of milk utensils. 

Week XIII. 

1. Study of water and sewage organisms. 

(1) Water; its source, contamination, and purification. 

(2) Sewage and its disposal. 

(3) General discussion of water-carried diseases. 

2. Soil bacteria. Eelation of bacteria to plants, humus formation, 

nitrogen fixation, etc. 

3. Laboratory. — Observe and record results and make practical ap- 

plication of the problems set up last laboratory period. 
4 and 5. Poods. The relation of micro-organisms to food and drink 
preservation. Discussion : 

(1) Cold storage. 

(2) Drying and evaporation. 

(3) Canning and preserving. 

(4) Salting. 

(5) Smoking. 

(6) Spicing. 

(7) Antiseptics and chemical preservatives; their uses and abuse. 

(8) Pasteurization. 

Home project: preservation of eggs; canning, correlate 
with cooking problems. 

(9) Discussion of food poisoning. (1) Chap. 11. 

Week XIV. 

1. Brief historical review of the relation of micro-organisms to dis- 

ease, and of communicable diseases of man and animal. Discuss 
the work of Koch. Review the work of Pasteur. 

2. Factors predisposing to disease and discussion of natural and ac- 

quired immunity. 

3. Discussion of typhoid fever. Diphtheria. 



—84— 

4 and 5. Tuberculosis and other diseases caused by bacteria. 
Typhoid Fever, Public Health Bulletin No. 69. 
Tuberculosis, Public Health Bulletin No. 36. 
Trachoma, Public Health Bulletin, Supplement No. 8. 

Week XVI. 

1. Pteridophytes, Fern and fern allies. 

2. Comparison of Pteridophytes of present and past ages. 

Coal formation. (4) Pp. 295-298. 

3. Laboratory study of Marchantia and of a typical moss. 

4. Relation of Pteridophytes to Spermatophytes. , 

5. Laboratory study of a fern. Examination of specimens of fern 

allies. 

Week XVII. 

This week may be used by the teacher for more work on bacteria 
or for a general review. 

Week XVIII. 

Examinations. 

During examination week prepare infusions of grasses and weeds 
to be used next term in the study of Protozoa. Prepare at in- 
tervals of every two daj's. 

BIOLOGY OUTLINE FOR THE SECOND SEMESTER. 

Week I. 

1. The relationship of plants and animals. (1) Chap. 12. 

2. Single celled organisms. (13). 

3. Laboratory. — The relation of plants and animals. 

Carbon cycle, etc. (2) Problems 108-111. 

4. Review of the problems of Chapters 12 and 13 of (2). 

5. Laboratory. — Study of the ameba; notes on other protozoans. 

(Note the very large spiral bacteria of the hay infusion.) 
References: (12), (9), (29). 

Week II. 

1. Discussion of the division of labor. (1) Pp. 177-182. 

Review of the first of (1) Chap. 13. Use modeling clay for 
models of cleavage. 

2. Sponges and coelenterates. Assign papers and map outlines on 

Sponge Culture; Coral Reefs, etc. Discuss the influence of the 
environment upon the growth habits and distribution of these 
animals. 
References: (7), (9). 

3. Laboratory. — Protozoa continued. Paramecium, euglena, volvox, 

and other colonial protozoa. (Scum from water standing in feed 
lots usually contains excellent unicellular organisms.) 



—85— 

4. Eeport on papers. General discussion of Worms. 

5. Laboratory. — Study of hydra. : examination of preserved and 

museum specimens of porifera, corals, and jellyfish. 

Week III. 

1. Flat worms, tape worms, liver flukes, etc. 

(Ask a physician for specimens of tape worms and a butcher for 
liver fluke material.) 

2. Round worms. Trichinella, hair worms, and hook worms. 

Write the State Health Department for specimens of hook 

worms and Trichinella. 
Have each student order bulletin on hook worm from United 

States Public Health Service, Washington, D. C. 
Consult: Eosenau, Preventive Medicine and Hygiene. 

3. Laboratory. — Examine specimens of tape worms, Trichinella, hook 

worms, and of the gape worm of chickens. Study the earth 
worm. Discuss the earth worm in relation to soil formation. 
(?) (9). 

4. Echinoderms and Mollusca. (10) Pp. 198-200. 

Bulletin on Sea Mussels, etc. Bureau of Fisheries, Cir. No. 12. 

Bulletin on Oysters as Food. Papers on Oyster Farming, But- 
ton Manufacturing, etc. 

Brief reference to the vast number of fossil Mollusca in various 
formations in Texas. 

5. Laboratory. — Examination of Echinoderma and Mollusca. 

Examination of a Crayfish. 

Week IV. 

1. Economic value of the Crustacea. 

Crayfish, Shrimp, Lobster, Crabs, Ship Worm, etc. 
Reference : ( 9 ) . 

2. Arachnida. 

Spiders, scorpions, ticks, and mites. 

Reference: (9). 

Harvest Mites and Chiggers, Farmers' Bui. 671. 

The Red Spider on Cotton and How to Control It. Farmers' 

Bui. 831. 
Tick Eradication, Farmers' Bui. 639. 

3. Study external features of scorpion, spider, centipede. 

(Insects left until late in the spring.) 

4. Classification of Animals (1) Pp. 185-191. 

5. Field trip for study of migrating birds. Notes on food habits ob- 

served. 
Common Birds of Southeastern United States in relation to 

agriculture. Farmers' Bui. 755. 
Bird Guide (16). 



—86- 
Week V. 

1. Birds. General characteristics and classes. 

2. Birds and their economic importance. 

3. Field trip on bird study. 

4. Study of birds most beneficial to the Texas farmer. 

5. Field trip on bird study. If possible, study birds of the nearest 

watercourse. 
References: Chapman: Bird Travels. (22) (16) (17). 
If possible, secure the following Victor Records: 

No. 17735-B Songs and Calls of Our Native Birds, by Charles 

Gorst. 75 cents. 
No. 55049-A Songs of Our Native Birds No. 1, by Charles 
Kellogg. $1.50. 

Week VI. 

1. Economic Importance of Animals. (1) Chap. 15 to page 213. 

2. Written Review^ 

3. Fish. Study living fish in aquarium. 

Demonstration of dissection of a fish. 
Suggested papers : 

Fish of commercial importance in Texas. 
Salmon Fisheries. 
Tuna, Cod, Mackerel. 

4. Study of fish and their food requirements. (1) 201 and 232- 

241. Fish as exterminators of mosquitoes. Methods of stimu- 
lating fish culture in Texas. 

5. Laboratory study of the frog. External characteristics, dissection 

and demonstration of the circulatory and respiratory systems of 
the frog. 

Week VII. 

1. Study of the structure and the development of the frog. (9) Pp. 

241-246. 

2. Food habits and economic uses of frogs and their allies. 

(If possible, dissect a frog that has been feeding under a street 
light.) 

3. Laboratory. — Drawing of the digestive, the respiratory, and repro- 

ductive systems of the frog. Dissect all systems separately so 
that the student may not be confused. 

4. General consideration of mammals. (7) Pp. 191-196:247-248. 

5. Study of the development of a vertebrate. 

Use clay models of cleavage; incubating embryos of the chick, of 
different stages of development; cleavage of frog eggs, etc. 
Observe the development of the tadpole in the aquarium. 

Week VIII. 

1. Lecture on the parts of the flower and their functions. 

(4) Pp. 53-57. 

2. Pollination and fertilization of the flower. The development of 

the seed. 



—87— 

3. Laboratory. — Dissection of a typical flower, such as, the wild onion, 

the crocus, etc. (2) Problem 12. 
Draw and label all parts. 

4. Heredity, variation, etc. (1) Pp. 249-254. 

5. Laboratory. — Variation experiments. (2) Problems 150-152. 

Home project. Problems 155 and 156. 

Week IX. 

1. The Mendelian Law and its application to plant breeding. 

2. Life and work of Luther Burbank. 

3. Laboratory. Hybridization in plants. (2) Problems 157, 158, 

160. 
Use colored crayon for making blackboard illustrations of these 
charts. 

4. The work of the United States Department of Agriculture in plant 

and animal breeding. 

5. Laboratory. — Study of specialized flowers; legumes, labiates. 

Week, X. 

1 and 2. Use (1) Chapter 3 as a basis for the study of cross and 
self-pollination, and of the mutual relationship of plants and 
animals. 

3. Laboratory. — Field trip. To study the relation of flowers and in- 

sects. (2) Chapter 3. 

4. Heredity and variation, etc. Animal breeding. (1) Pp. 259-266. 

5. Laboratory and field trip. The study of specialized flowers. 

Week XI. 

1. General consideration of insecta. (9) (7). 

2. Life history of the honey bee. (9). 

3. Field trip. Collect larvae of moths and butterflies. 

Note their food plants. Supply food and rear these to adult 
stages. 

4. The life history of the monarch butterfly; of the cabbage butterfly. 

The incomplete metamorphosis of the true bug, etc. 

5. The grasshopper as a typical insect. 

Study the mouth parts of the following: May beetle, butterfly, 
sphinx moth, bug, and mosquito. 

Week XII. 

1. The life history of the mosquito: the relation of the mosquito to 

disease. (2) Problems 126, 127, 132. 

U. S. Public Health Bui. No. 88. Malaria Control. 

Home project : Chart your neighborhood with a view of determin- 
ing the mosquito breeding areas. 

2. The life history of the fly and its relation to public health. Pp. 

217-226. 
Have the student place on the board the Fly Charts of the Inter- 
national Harvester Co. 



—88— 

3. Laboratory. — Finish the study of typical type mouth parts begun at 

the last lesson. (2) Problems 128, 129, 130. 

4. The silkworm and its economic importance. 
Discussion of silk culture in Texas; its possibilities. 
Exhibit from the Corticelli Silk Co. 

Study of the life history of the silkworm. Museum specimens. 

5. Field trip. To collect and study the habitat of insects. 
Farmers' Bulletin No. 606. U. S. Dept. of Agriculture. 

Week XIII. 

1. Life history, economic importance, and methods of control of the 

cotton boll worm, corn ear worm, and the pink boll worm. 
Call for the newspaper and magazine clippings made during the 
previous months by the students. 

2. Study of the economic importance, the life history, and the methods 

of control of the following beetles : Cotton boll weevil, other 
weevils, borers, carnivorous, and the Colorado potato beetle. 
Farmers' Bulletins, U. S. Dept. of Agriculture, Nos. 872, 890, 856, 
908, 501, 983. 

3. Collection and identification of garden and field insects. Collec- 

tion of larval forms. Secure the complete life history, if possible. 

4. Study of hemiptera. True bugs, harlequin bug, scale insects, their 

importance and their control. 

5. Classification of insects. 

Week XIV. 

1. Written review. 

2. Foods and dietaries. (1) Pp. 272-295. (26), 

3. Laboratory study of foods. 

4. Digestion and absorption. (1) P. 296. 

5. Demonstration of the digestive system of the cat. 

Experiments on digestion. (2). 

Week XV. 

General discussion of the problems of circulation, respiration, and 
excretion. (References: (21), (28). 

Week XVI. 

1. The nervous svstem and the special senses. 

2. Control of the' body and habit formation. (1) Pp. 348-372. 

3. Man's improvement of his environment. (1) Pp. 373-397. 

4. Man's improvement of his environment. 

5. Great names of Biology. (1) Page 396. 

Weeks XVII and XVIII. 
Review. Examination. Display. 



—89— 

PHYSIOLOGY, HYGIENE AND SANITATION 

One-half Unit. 
(50 to 75 Lessons.) 

AIM. 

The aim of this course is twofold. It is designed, in the first place, 
to fulfill the usual purposes of a high school course in the subject, 
namely, that of furnishing the pupil facts and experiences as a rational 
basis for healthful living. In addition, this course has a more specific 
aim, namely, to give the pupil a scientific background for the work in 
Home Nursing which is to follow. It is believed that these two aims 
are quite compatible; and that, indeed, the usual high school course 
must needs be modified even further than has thus far been done in 
the direction indicated by this syllabus, namely, toward greater em- 
phasis on disease prevention. 

LITERATURE LIST. 

Below is given a list of the most useful reference works. The list 
has purposely been made brief in order that each and every school 
giving the course may possess one or more copies of the works. None 
of the books should be omitted from the library. References are made 
throughout the syllabus to these works and to these only; and it is 
hoped that this may be of some assistance to the busy high school 
teacher of science. The course is based on the State adopted text (No. 
1 below) in the hands of the pupil. It is recommended that the school 
purchase a number of copies of Broadhurst's Home & Community 
Hygiene for much collateral reading by the pupils. Figures in paren- 
thesis in the syllabus refer to the volume of the literature list: 

(1) Conn and Budington's Advanced Physiology and Hygiene, Sil- 
ver, Burdette & Company. This is the State adopted text for high 
school use. 

(2) Hartman's Laboratory Manual for Human Physiology, World 
Book Company. The teacher will find this book useful in planning 
the experiments. The directions are given in greater detail than in 
other works, a feature which the high school teacher of science, always 
crowded for time, will appreciate. 

(3) Martin's Human Body, Advanced Course, Henry Holt & Com- 
pany, 1917. This and the following are two elementary college texts 
of Physiology (not Sanitation) well adapted for reference by the 
teacher and for certain details by the pupils as well. 

(4) Stiles' Human Physiology, W. B. Saunders Company, 1919. 

(5) Hough and Sedgwick's Human Mechanism, Ginn & Company. 
This rather old work has a useful section on the bacteria in addition 
to a clear presentation of the principles of physiology and hygiene. 

(6) Broadhurst's Home and Community Hygiene, J. B. Lippincott 



—90— 

Company. This book covers the subject of public sanitation quite ade- 
quately. 

(7) Pyle's Personal Hygiene, W. B. Saunders Company. This 
treatise is exactly what it purports to be; it is written by a number of 
specialists, especially detailed on the care of vision and hearing. 

(8) Conn's Bacteria, Yeasts and Molds in the Home, Ginn & Com- 
pany. This small volume is a clear and simple description of the 
common fungi, including bacteria, both useful and harmful. The lab- 
oratory directions will prove of help to the teacher introducing some 
bacteriology for the first time. 

(9) Jordan's General Bacteriology, W. B. Saunders Company. This 
comprehensive work on bacteriology will prove of service to the teacher 
in looking up doubtful points where necessary; but no references are 
given in the syllabus below. 

(10) Doone's Insects and Disease, Henry Holt & Company. This 
hook presents the essential facts clearly and forcefully and will prove 
interesting reading. 

GENERAL STATEMENT. 

Inasmuch as this course is designed especially as an introduction to 
Home Nursing there are certain topics whicb rise to more than usual 
importance. In the following paragraphs some of these are discussed 
especially with reference to their proper presentation in the laboratory: 

The Bacteria. A mere book knowledge of the life and behavior of 
bacteria is no more justified in a High School course than is "text book" 
chemistry or physics or zoology or botany. Sanitary science is based 
on bacteriology; hence, it is essential that the pupil acquire a first-hand 
acquaintance with our friends and enemies, the bacteria. Three weeks 
is the least amount of time that should be devoted to this part of the 
course. The references cited below are so simple that a teacher with 
enthusiasm and a modicum of scientific training can work them out. 
In case the pupils have all studied bacteria in connection with their 
course in Biology in the ninth grade, so much the better, for this will 
allow the teacher to devote the time thus saved to other topics. (See 
syllabus for Biology.) The pupils should have an opportunity to make 
the following observations : 

(a) Living bacteria from various sources: infusions and other cul- 
tures, sour milk, mouth and teeth, mother of vinegar. Motile and non- 
motile organisms may be distinguished. See (8), p. 281. 

(b) Preparations of stained bacteria. It requires only a little prac- 
tice to produce excellent specimens. [See (2), p. 120, (8), p. 280, 
(9), p. 53, for detailed directions.] It is needless to add that the 
laboratory should be equipped with a compound microscope and an 
oil-immersion lens [ (8), p. 280]. The three types of bacteria should 
be clearly made out. It might be suggested here that spirilla are 
commonest in decaying cultures of algae and other water plants. Slides 
are most easily and efficiently cleaned with "Bon Ami" applied with a 
wet rag and wiped off after drying. 

(c) Stained pathogenic bacteria, which cannot be handled in the 
living state in such a course as this should' be demonstrated. Slides 



—91— 

containing stained tuberculosis, typhoid, diphtheria, anthrax and tetanus 
bacteria (the two last with spores) may be secured from dealers. [See 
(1), p. 421.] 

(d) Stained smear preparation of pus taken from boil or pimple to 
show white blood corpuscles which have ingested bacteria (mostly 
cocci). 

(e) The growth of bacteria or culture media such as agar or gela- 
tin, sterilized prior to inoculation by air, water, milk or other material, 
the bacterial content of which it is desired to demonstrate. Interest- 
ing and instructive experiments such as those mentioned in (2), p. 
127, or (8), pp. 281-5, may be performed with sterile culture media, 
their number being limited only by the time available. 

While demonstrating these experiments the teacher should not fail 
to draw the lessons suggested by them. For example, after inoculating 
media with bacteria from the finger nails, the air or a fly, the sanitary 
lessons to be drawn from a study of these are obvious. Again, the 
effect of bacteria on meat or egg white and on sugar or starch suggests 
the differences between putrefaction and fermentation; comparison 
should be made to the action of digestive ferments and the nature and 
source of "ptornains" indicated. "Strike while the iron is hot." In 
like manner the effect of heat, light, disinfectants, etc., on bacteria 
may be studied as indicated in (8), p. 278. 

The teacher will do well to show the pupils temporary preparations 
made in class from a preserved animal. Thus, connective tissue and 
muscle tissue may be teased into shreds with needles, mounted in a 
drop of water and studied under the microscope. With a razor a thin 
slice of cartilage may be cut and this mounted in the same way. Blood 
slides may be made like this and stained according to simple directions, 
using Wright's stain, care being taken not to make the blood film too 
thick nor staining it too dark. Such experiments, done in the presence 
of the pupil, make the study more realistic. However, for most of the 
details the teacher will have to rely upon permanent stained prepara- 
tions of the organs purchased from a supply house. After a pre- 
liminary survey of this subject the slides are laid aside to be used again 
for detailed study as each organ or system is taken up in its turn. 
Among the slides in the possession of the laboratory there should be 
one of growing tissue, such as animal embryo, onion root tip or the 
like, showing cells in process of division. 

Protozoa, Yeasts. A week can well be devoted to this study before 
the bacteria are taken up: (a) Yeast plants may readily be grown 
in a dilute molasses solution. Study the process of fermentation in 
the culture and the structure and multiplication of the yeast plants. 
(See (2), pp. 274 and 275.) (b) A hay infusion with its succession 
of bacteria; small protozoa and larger protozoa (especially paramoecia) 
will prove very instructive, (c) A culture with a more varied protozoan 
life may be made by allowing water plants to decay in a glass dish or 
jar. Water plants from near the bottom of a pond are best adapted 
for this purpose. The dish should be filled to the point of overcrowd- 
ing so that they may die and decay. When the process of decay is at 
its height, protozoa, including amebae, should be most numerous. Divid- 
ing Paramecia will be seen in large numbers if the culture is watched 



—92— 

for the conditions favoring reproduction. The oil immersion lens is 
not needed for this study. These topics may have been treated in a 
previous course in Biology, in which case they need not be repeated. 

Cells and Tissues. Two weeks should be devoted to this study near 
the beginning of the term to illustrate Chapter I of the text. Living 
cells may be seen in the form of one-celled animals and plants as out- 
lined above or they may be taken from many-celled plants and animals. 
The following is a suggested list of histological preparations, a mini- 
mum that is needed in the course: 



Organ 



Stomach 

Small intestine 

Salivary gland or 

Artery and vein 

Trachea and thyroid . . 

Lungs 

Kidneys 

Skin with hair follicles. 

Spinal cord 

Cortex of cerebrum. . . . 

Bone 

Blood 

Onion root tip 



Special Points Illustrated 

Glands; epithelial tissue, smooth muscle. 

Villi, glands, epithelial and smooth muscle tissues. 

Compound gland. 

Blood vessel. 

Ciliated epithelium, cartilage and usually fat, glandula 

epithelium in thyroid. 
Air sacs, bronchial tubes. 
Glomeruli; tubules (epithelial). 
Epidermis (layered epithelium), connective tissue, fat, sweat 

glands). 
White and gray matter. 
Brain cells. 
Bone tissue. 
Blood cells. 
Dividing cells. 



Chemical Terms. Unless the pupils have studied Chemistry or Gen- 
eral Science and have become acquainted with some of the commoner 
conceptions of the science of Chemistry, the teacher must stop in the 
course and impart them to the pupils. Experiments should be demon- 
strated to illustrate element, compound, atom and molecule, using oxy- 
gen, hydrogen, carbon, water, carbon dioxide. [See (2), pp. 39-45.] 
In connection with these simpler compounds something may be said 
about the constitution of carbohydrates, fats, proteins; and the ordi- 
nary color tests for proteins, starch, glucose, maltose and sucrose may 
be given in connection with these chemical considerations in prepara- 
tion for the work in digestion. 

Anatomy. Charts, drawings, models, the manikin, are all valuable 
pedagogical aids, but they cannot take the place of an animal to illus- 
trate the relation of the organs. The pupil must study the "insides" 
of a rat or cat or other mammal under the guidance of the teacher or 
he will carry away only an indefinite <f bookish" notion of anatomy. 
The words "anatomy" and "dissect" come, respectively, from Greek 
and Latin words meaning to cut up or cut apart. The specimens may 
be preserved in formaldehyde and used again and again, although 
for certain purposes fresh animal, such as small kittens, must be sac- 
rificed. 

AMOUNT OF WORK. 

More work is outlined in this syllabus than can be accomplished in 
half a year. In case the lessons in bacteriology and chemistry have 
previously been done in courses of histology, general science or other 
subjects the completion of the entire remainder of the outline will 
present no special difficulty. In most cases, however, some of the 
work will have to be omitted. Such omissions should be selected with 



—93— 

a view to having a complete and well rounded course. It is believed 
that fifty of the lessons outlined below should be the minimum offered; 
on the other hand few schools will be able to give over eighty. With 
these two extremes recognized, the lessons have been evaluated and the 
values put down in column two. Thus, "2-4" indicates that the matter 
may be condensed to two lessons in the shorter course, expanded to 
four in the longer time; -J-l indicates that the lesson may well be 
combined with another lesson, the more important points in each 
being stressed; and 1-1 refers to a topic to which, in any event, an 
entire lesson should be devoted. These evaluations, it should be em- 
phasized, are suggestive; each teacher should feel that it is less im- 
portant what topics are treated or how maDy than hov 7 well they are 
taught. 



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-101- 



HOME HYGIENE AND HOME NURSING 

One-half Unit. 

Ninety 90-minute Lessons; or Physiology, 50 to 75 Lessons, Home 
Hygiene and Home Nursing, 15 to 40 Lessons. 

INTRODUCTION. 

Since ninety per cent of the sick in the United States are cared for 
in their own homes, and since the care of the health of the family is 
one of the primary duties of the home, at the request of the State Super- 
intendent, Annie Webb Blanton, in June, 1919, the Committee on 
Inspection, Classification and Affiliation, in State Department of Educa- 
tion Bulletin 101, urged all high schools to begin instruction in Home 
Nursing, as it would probably be a requirement in 1920-1921. 

Affiliation: If ninety 90-minute lessons, or five 90-minute periods, 
a week for eighteen weeks, is given tc the study of Home Nursing 
and Hygiene, or to a combination of Physiology, Home Nursing and 
Hygiene, one-half unit science affiliation may be obtained, provided the 
course is approved by the High School Division. It is best for a 
half year's course in Physiology to precede the half year in Home 
Nursing. 

AIM. 

Mrs. Ethel Parsons, of the Texas State Board of Health, says : "The 
purpose of giving a course on home hygiene and care of sick in the 
Texas high schools, is to give to the future mothers and home makers 
of the State: (1) A theoretical and practical knowledge of one of the 
most essential factors in home making, namely: the care of the sick; 
(2) an understanding of the principles of health and right living, in 
order that each home may be protected from preventable disease and 
a high standard of public health may be maintained. 

Furthermore, there are many and increasing opportunities in the 
nursing profession. This course will give the student selecting her 
career an excellent opportunity of gaining some insight into the char- 
acter and requirements of the graduate nurse, with a view to testing 
her desire to enter a profession, rich in assurance that in no field of 
work can a woman render a greater service, in the upbuilding of all 
that makes for the happiness of the individual and the health and wel- 
fare of the State and Nation." 

SUGGESTIONS FOR GIVING THE HOME NUESING COURSE 
IN THE HIGH SCHOOL. 

In cities where a number of courses are being presented in many 
schools, one nurse may be employed to take care of the demonstrations 
in all of the schools. In cities where one school only is offering the 
course, a nurse may sometimes be procured temporarily who is per- 
manently emploved bv the local Red Cross Chapter, or one of the nurses 
on the Hospital* Training School Staff may be employed temporarily. 



—102— 

A County Public Health Nurse is employed in a number of counties, 
and it has been possible to secure her services in a school, for sufficient 
time, to have her give the bed-side demonstrations. The teacher of 
Home Economics or Science frequently has had sufficient training in 
this work to present the theoretical work satisfactorily, and a graduate 
nurse need only be employed for the length of time it takes to give the 
practical bed-side demonstrations. 

Note. — If the students wish to take the examinations through the 
Red Cross and receive a Red Cross certificate, plans may be made for 
this through the local Red Cross Chapter. 

INSTRUCTORS. 

All demonstrations and instruction in the technical phase of this 
work should be given by a graduate nurse. All general class work 
may be satisfactorily presented by a Home Economics or Science teach- 
er, who has had sufficient training in home nursing and the underlying 
sciences to thoroughly understand her work. 

TEXT BOOK. 

Students should have a text book to use as a basis for study and 
reference. The 1919 edition of the text: "Home Hygiene and Home 
Care of the Sick," is a most excellent text, and the one generally used. 
This book may be purchased through the local Red Cross Chapters. 

The student should also keep a note book to use for written reports, 
made from the study of reference books, and other material necessary 
to be kept in permanent form. 

EQUIPMENT. 

Adequate equipment is necessary, but much of it can be borrowed or 
improvised. It is better to be provided with ideal equipment, but to 
also use improvised equipment in order to know how to make the pa- 
tient comfortable in any kind of home. Information regarding equip- 
ment may be obtained by writing to the State Department of Educa- 
tion for the bulletin on Home Economics Equipment. The Southwest- 
ern Division of the Red Cross, at St. Louis, has a selected equipment 
which may be procured for $35.00.* This equipment is complete with 
the exception of the bed. 

STUDENT'S WORK. 

Throughout the course, the following fundamental health laws should 
be observed and reported on daily: 

(1) Sleep out of doors or with open windows. 

(2) Bathe daily. 

(3) Brush teeth at least twice daily. (Always before going to bed.) 

(4) Sit and stand correctly. 

(5) Wash hands before meals. 

(6) Drink at least six glasses of water daily. 

(7) Eat slowly. 

*This price varies. 



—103— 

(8) Wash hands after going to the toilet. 

(9) Eat regularly, three times a day. 

(10) Driuk no tea or coffee. 

(11) Eat some vegetables each day. 

(12) Sleep eight or more hours every night. 

(13) Have a regular movement of the bowels daily. 

(14) Have at least thirty minutes' exercise in the open air daily. 

HOME PROJECT. 

The following work may be planned and carried out as home pro-* 
jects : 

Personal care of invalid. 

Feeding an infant. 

Bathing an infant. 

Making clothing for an infant. 

Entertaining small children with games and stories. 



o. 



It is urged that this course may be made practical and be presented 
in such a way that the student will be prepared to be of real service in 
her home when needed and that she will have such a thorough under- 
standing of fundamental health laws that she may keep herself in good 
physical condition and be of service in building up public health. 



REFERENCES 



Title 



*(D 

(3) 
(4) 
*(5) 
(6) 
(7) 

*(8) 

*(9) 

*(10) 

(11) 

(12) 

(13) 

*(14) 

(15) 
(16) 
(17) 
*(18) 
*(19) 
(20) 

(21) 
*(22) 



Elementary Hygiene and Home 
Care of the Sick" 

Personal Hygiene 

Home Nursing 

The Care and Feeding of Children 

The Healthy Baby 

The Immediate Care of the 
Injured 

First Aid . . 

Practical Nursing 

Home and Community Hygiene . 

Materia Medica 

The New Public Health 

How to Live 

Human Mechanism 



Nostrums and Quackery 

Bacteria, Yeasts and Molds 

Girl and Woman 

The Prospective Mother 

Invalid Occupations 

Opportunities in the Field of 
Nursing. 

Mother Craft Manual 

Prevention of Disease and Care 
of Sick • * 



Author 



Delano and Strong 

Pyle 

Lippitt 

Holt 

Dennett 



American Red Cross 

Saunders 

World Book Co 

Appleton 

Macmillan 



Morrow 

Lynch 

Maxwell and Pope 

Broadhurst 

Blumgarten 

Hill 

Fisher and Fiske . 
Hough and Sedg- 
wick 

Am. Med. Asso. . . 

Conn i . . . . 

Latimer 

Slemons 

Tracy 

Stewart 



Read. 



Publisher 



Saunders. . 
Blakiston . 
Putnam. . . 
Lippincott. 
Macmillan. 
Macmillan. 
Funk 



Ginn & Co. . . . 
Am. Med. Asso. 
Ginn & Co. . . . 

Appleton 

Appleton 



Teachers' College 

New York 

Little, Brown & Co. 

U.S. Public Health 
Series, Washing- 
ton, D. C 



Date Cost 



1913 
1917 
1919 
1917 
1912 

1912 
1917 
1914 
1918 
1916 
1916 
1917 

1906 



1917 

i9i2 



1919 
1916 



50 

1 75 
1 25 

75 
1 25 



1 00 



15 
25 



Free 



-104— 



HOME HYGIENE AND 


HOME NURSING. 




Subject Matter 


Demonstrations 


Refer- 
ences 


I. Introduction. (1 to 3 lessons.) 


Micro organisms. 


"(1) 


A. Purpose, nature, limitation of course with 


a. By microscope. 


(20) 


suggestions for preparatory studies for 


b. By cultures produced from 


(16) 


professional nursing. 


coughing, from beneath finger 


(10) 


B. Causes and prevention of sickness. 


nails or finger tips. 


(22) 


1. Communicable or infectious diseases 






caused by: 






(1) Bacteria. 




■ 


(2) Protozoa. 






(3) Visible parasites transmitted 






through mechanical agencies. 






(4) Sterilization. 






2. Body defense. 






3. Carriers. 






4. Immunity, development of resistance. 






5. Non-communicable disease. 






II. Health, Heredity and Environment. 






(1 to 2 lessons.) 


Box demonstration of ventilation. 


(1) 


A. Home: 




(10) 


1. Ventilation. 




(14) 


2. Lighting. 




(9) 


3. Cleanliness. 




(22) 


(a) Proper construction. 






(b) Care of house. 






B. Person. 






1. Skin, hands and clothing. 






2. Food and water. 






3. Elimination of waste, from: 






(a) Skin. 






(b) Lungs. 






(c) Kidneys. 






(d) Bowels. 






Constipation. 






(a) Methods of avoiding. 






(b) Methods of correcting. 






4. Rest and recreation. 






(a) Fatigue. 






(b) Sleep. 






(c) Reit. 






(d) Exercise and recreation. 






III. Babies. (3 to 10 lessons.) 






A. Prenatal care. 


Infant's bath. 


) 


1. Mother. 


Show infant's layette. 


(5) 


2. Baby. 


Kinds. 


(9) 


B. Condition at birth. 


Cost. 


(18) 


C. Care at birth. 


Care. 




D. Training. 


Feeding baby. 




E. Progress, growth and development. 


Emphasize desirability of breast 




1-5 months. 2nd year. 


feeding, cleanliness and accuracy 




6-12 months. 3rd year. 


in bottle feeding. 




F. Clothing. 


Use pamphlets from Children's 




G. Food. 


Bureau, U. S., Dept. of Labor, 




H. Bathing. 


Washington, D. C. 




I. Sleep and exercise. 






J. Habit development. 






IV. Symptomatology or evidence of deviation 






from normal physical condition. (1 to 




(1) 


2 lessons.) 




0) 


A. General appearance. 


Making bedside records. 


(10) 


B. Special causes. 


Reading thermometer. 


(22) 


1. Throat — tonsils. 


Taking temperature. 




2. Cough. 


Counting pulse. 




3. Appetite. 


Counting respiration. 




4. Vomites. 






5. Excretions. 






6. Urine. 






7. Loss of weight — sleep. 






8. Mental conditions. 






C. Recognition of early symptoms of: 






1. Tuberculosis. 






2. Cancer. 






3. Mental diseases. 






D. Temperature. 






1. Normal variations. 






2. Thermometers. 






3. Method of taking. 






E. Pulse. 






1. Normal variations. 






2. Methods of taking. 







—105— 

HOME HYGIENE AND HOME NURSING— Continued. 



Subject Matter 


Demonstrations 


Refer- 
ences 


V. The Sick Room. (1 to 2 lessons.) 

A. Location, furnishings, heating, lighting. 

B. Care of room: 

Cleanliness and order. 

Ventilation. 

Fumigating. 

C. The nurse. 

1. Appearance, manner, rest periods, re- 

sponsibility. 

2. Personal habits. 

3. Sleep, exercise. 

4. Care of hands. 

5. Clothing. 

D. The Bed. (1 to 5 lessons.) 

1. Kind of bed. 

2. Mattress, covering, etc. 

E. Other equipment as tables, etc. 


Class reading of thermometer. 

Demonstrate equipment. 

Prepare room for patient. 

Cleanliness. 

Removal of unnecessary furnishing. 

Kind and care of bed. 

Prepare room for fumigation. 

Making of bed. 

Make unoccupied bed. 

Make occupied bed. 

Change patient's pillow. 

Turn patient in bed. 

Move patient from one bed to another. 

Change sheets with patient in bed. 


(4) 

(9) 
(22) 

(1) 
(9) 


VI. General care of patient. (3 to 5 lessons.) 

A. Clothing. 

B. Baths. 

1. Tub bath. 

a. Equipment necessary. 

b. Method. 

2. Bed bath. 

3. Sponge bath. 

C. Hair and hands. 

D. Sickroom — comfort and discomfort. (1 

to 2 lessons.) 

1. Bedsores: 

Causes and prevention. 

2. Devices for comfort. 

E. Daily routine in sick room. 


Demonstration of clothing. 
Change patient's clothing. 
Equipment of bed. 
Cleansing bath. 
Hot foot bath in bed. 
Bed shampoo. 
Cooling sponge. 

Sick room comforts. 

Suggestions for improving home sick 

room. 
Back rest. 
Knee roll. 
Bed blocks. 
Bed pans. 
Avoidance and care of bed sores. 


(1) 
(9) 

(1) 
(9) 


VII. Food. (1 to 4 lessons.) 

A. Review study of .food principles and ele- 

mentary nutrition. 

B. Difficulties of invalid feeding. 

1. Diets. 

Liquid. 
Semi-solid. 
Light diet. 
Full diet. 

2. Manner of serving. 

3. Manner of feeding. 

C. Simple cookery. 

a. Eggs. 

b. Meats. 

c. Cereals. 

d. Preparation and serving of fruit. 

e. Simple vegetable cookery. 

D. Discuss modification of normal diet for 

age, weight, occupation and illness. 


Preparation of various diets. 
Preparing tray for sick. 
Preparation of: 

Eggs. 

Egg beverages. 

Eggnogs and albumin drinks. 

Steaks, cereal, beverages, broths, 

barley water, gruels, toast, cream 

soups, fruits, (fresh and dried). 

vegetables. 


See 
Food 
Out- 
line 
Ref. 
(9) 
(10) 


VIII. Medicine. (2 to 3 lessons.) 

A. Administration. 

(1) Accuracy. 

(2) Following doctor's orders absolutely. 

(3) Kinds and conditions of medicine. 

B. Household remedies. 

C. Household equipment. 

D. Disinfectants. 

D. Special administration. 

1. Suppositories. 

2. Enemata and enemas. 

3. Sprays and gargles. 

4. Inhalations. 


Ideal bottles for drugs. 

Poison bottles. 

Nurse giving enema. 

Enemata for small babies. 

Enemata for children. 

Inhalations. 

Fit up family medicine chest. 


(1) 

(9) 

(11) 

(22) 

P. 312 


IX. Inflammation. (1 to 2 lessons.) 

A. Definition. 

B. Symptoms. 

C. Reduction. 


Application of heat, cold and counter- 
irritants. 
Water bottles and substitutes. 
Poultices. 
Stupes. 


(1) 

(9) 

(22) 



—106— 

HOME HYGIENE AND HOME NURSING— Continued. 



' 



Subject Matter 


Demonstrations 


Refer- 
ences 


X. Heat, cold and counter-irritants. 


Ice bags. 
Cold compress. 
Mustard paste. 
Mustard leaves. 


(1) 

(9) 

(22) 


XI. Care of patient with communicable dis- 
eases. (1 to 2 lessons.) 

A. Avenues of discharge of germs. 

Alimentary canal, nose and throat. 

B. Modes of distribution of germs. 

C. Avenue of entrance of germs. 

D. Care of colds — slight infections. 

E. Care during serious infections. 

F. Special diseases. 

G. Disinfection. 

Emphasis on necessity oT attendant 
washing hands before and after han- 
dling food, or working with sick. 
H. Moral and civic responsibility. 


Instruction in care of patient with 

communicable diseases. 
Demonstration and practice in 

method of disinfecting hands. 
Work in disinfection. 


(10) 
(14) 


XII. Common ailments and emergencies. 
(1 to 2 lessons.) 
Headache. 
Sleeplessness. 
Styes. 

Foreign bodies in the eye. 
Ear disorders. 
Prickly heat. 
Insect bites. 
Ivy poisoning. 
Chills. 
Croup. 

Fractures and sprains. 
Fainting. 
Convulsions. 
Shock. 
Sun strokes. 
Slight bleeding. 
Burns. 


Demonstration and practice in first- 
aid measures. 


(1) 

(8) 

(9) 

(22) 


XIII. Care of children. (1 to 3 lessons.) 
A. Symptoms and special precautions. 

1. Eye strain. 

2. Growth in air passages. 

3. Faulty posture. 

4. Defective teeth. 

5. Deafness. 

6. Limping and lameness. 

7. Enlarged tonsils and adenoids. 




(15) 
(18) 

% 

(4) 


XIV. Convalescent's care. 






XV. Care of chronic patient. 






XVI. Care of the aged. 






XVII. Nursing as a profession. (1 to 5 
lessons.) 

1. The Nation's need for trained nurses. 

2. Opportunities open to the graduate nurse. 

3. Methods of obtaining training. 

4. Qualifications necessary for success. 

5. Content of courses necessary. 

6. Selection of training school. 




See 
Note. 


XVIII. (1 to 3 lessons.) 

Review of all theoretical work and a practical 
and theoretical examination. 







Note: An article written by Miss Anderson of the Southwestern Division «f the Red 
Cross which may be used as a basis o r study on this subject may be obtained from the State 
Department of Education upon request. 



— 107 — 

THE HOME AND ITS MANAGEMENT 

One-half Unit. 

Ninety 90-minute Lessons or Ninety 45-minute Lessons With Ninety 
Minutes' Preparation Daily. 

AIMS. 

To give students an appreciation of the family as an institution, and 
a realization of its purposes and obligations. 

To acquaint students with the actual problems of home making, and 
give them a basis for action in the solving of these problems. 

To create an interest in community problems that bear directly on 
home life. 

Adaptation to local conditions should always be kept in mind. The 
content of other courses in the curriculum will greatly influence the 
fullness with which any topic is treated. Little emphasis need be given 
the art side of furnishing if the students have had a course in Color 
and Design, but if not, this should be given more emphasis than is in- 
dicated in the outline. 

No text book is suggested, as none of the books listed completely 
cover the work outlined. A complete collection of bulletins and of 
illustrative material will be found quite as valuable as books. In writ- 
ing to the various universities for bulletins, always ask for a list of 
available publications. Valuable illustrative material may be obtained 
from various manufacturing firms. In addition to those listed, con- 
sult the advertising matter of magazines devoted to problems of the 
home. Articles in magazines devoted to home problems will also be 
found useful. "The House Beautiful," "House and Garden" and the 
"Home Economics Journal" are especially recommended. 

REFERENCE LIST 



Author 



Name of Book 



Publisher 



Date Price 



*1. Balderston 

2. Bevier 

*3. Bosanquet 

4. Broadhurst. . . . 

5. Chapin 

*6. Child 

7. Clark 

8. Donham 

*9. Fredericks 

*10. Goodsell 

11. Keene 

12. Kellogg 

13. Kellogg 

14. Kinnerly 

15. Kinne andCooley 

16. Kinne and Cooley 



Housewifery . 
The House . . 



The Family 

Home and Community Hygiene 

Standards of Living 

Efficient Kitchen 

Care of the House 

Marketing and Housework 

Manual. 
Household Engineering 



Lippincott, Phila., Pa.. 
Am. School of Home Ec. 

Chicago, 111 

Macmillan 

Lippincott, Phila., Pa. 



1918 

1911 
1902 
1918 



McBride, Nast Co., N.Y. 



1914 



Little, Brown & Co., 
Boston, Mass 

Am. School of Home Ec, 
Chicago, 111 



The Family as a Social and 

Educational Institution Macmillan, N. Y 

Mechanics of the Household. . . McGran, Hill Book Co., 

New York 

Lumber and Its Use Radford Arch. Co., 

p Chicago, 111 

Home Furnishing 'Stokes Co., N. Y 

How to Know Period Styles of ,Grand Rapids Furniture 
Furniture. Record Co., Grand 

j Rapids, Mich 

Foods and Household Manage- ; 

ment Macmillan, N. Y 

Shelter and Clothing Macmillan, N. Y 



1918 

1919 

1917 

1918 

1914 
1905 

1913 

1916 
1916 



$ 2 00 
2 75 



2 00 
i - 25 



2 00 
2 50 



1 00 
1 60 



1 50 



1 10 
1 10 



— 108 — 

REFERENCE LIST — Continued 



Author 



Name of Book 



Publisher 



Date Pric« 



17. MacLeod 

18. Moore 

19. Priestman 

*20. Qirinn 

21. Robinson 

22. Rolfe 

*23. Taber 

24. Terrell 

25. Todd 

27. White 

28. Woolman and 
McGowan 

*29. Van Rensselaer 

Rose and Canon. 

30. Hunter 



Housekeeper's Handbook of 
Cleaning 

Wage Earner's Budgets 

Art and Economy in Home 
Decoration 

Planning and Furnishing the 
Home 

Domestic Architecture 

Interior Decoration 

Business of the Household. . . . 

Household Management 



The Primitive Family 

Successful Houses and How to 
Build Them 



Harper Bros , N. Y. . 
H. Holt & Co., N. Y. 

John Lane Co., N. Y. 



Harpers, N. Y 

Macmillan, N. Y 

Macmillan, N. Y 

Lippincott, Phila., Pa. . 

Am. School of Home Ec. 

Chicago, 111 



1918 
1917 

1910 

1914 
1917 
1917 
1918 

1907 



$ 2 50 

1 50 

1 00 
1 50 

1 25 

2 00 

2 00 



Textiles 

Manual of Home Making . 
Home Furnishings 



Macmillan, N. Y. 

Macmillan, N. Y. 

Macmillan, N. Y. 
John Lane Co. . . . 



1914 
1913 



1919 
1914 



2 00 
2 00 



2 50 
1 35 



Name 



Water Supply — 
1. Plumbing and Sewage Disposal . 



2. Beautifying Home Grounds . . . 

3. Farm Kitchen as a Workshop . 



4. Homemade Fireless Cookers and 

Their Uses. 

5. Roses for the Home 



6. Water Systems for Farm Home . 

7. Farmhouse Improved 

8. Planting Home Grounds 

9. Model Farm Homes 



10. Home Equipment for Running 

Water. 

11. Farm Water Supply and Sewage 

Disposal. 

12. Sanitation and Sewage Disposal 

for Country Homes. 

13. Lighting for Farm Homes 



14. The Farmhouse 

15. Planning the Home Kitchen. . 

16. Sewage Disposal for Country 

Homes. 

17. Choice and Care of Utensils. . . 

18. The Christmas Festival 



19. Songs that Live 

20. Keeping Christmas 

21. Rules for Cleaning 

22. Saving Strength 

23. The Laundry 

24. Arrangement of Household Fur- 

nishings. 

25. A Plan for a Rural Community 

Center. 

26. Planning and Equipping the 

Kitchen. 

27. Home Furnishing 



Series Number 



Farmers Bulletin No. 57. . 
Farmers Bulletin No. 185. . 
Farmers Bulletin No. 607.. 
Farmers Bulletin No. 771.. 
Farmers Bulletin No. 750.. 
Farmers Bulletin No. 941.. 
Vol. I, No. 8 



Minnesota Farmers' Libra- 
ry, Vol. 5, No. 4 

Bulletin No. 61 



Bulletin No. 267 

Engineering Experiment 

Station, Vol. I, No. 3. 
Bulletin No. 103 



Cornell Reading Courses, 
Vol. II, No. 39 

Cornell Reading Courses, 
Lesson 108. 

Cornell Reading Courses, 
Vol. Ill, No. 59, Sanita- 
tion Series. No. 4. 

Vol. II, No. 27, Farm House 
Series, No. 5. 

Cornell Reading Course for 
the Farm Home, No. 53 

Same, No. 77. 

Same, No. 97. 

Same, No. 23. 

Same, No. 25. 

Same, No. 11. 

Same, Vol. IV, No. 85, 
Farmhouse Series, No. 7. 

Extension Circular No. 1. . 



Home Economics Bulletin, 



Publisher and Price 



U. S. Dept. of Agriculture, ' 

Washington, D. C. 
U. S. Dept. of Agriculture, 

Washington, D. C. 
U. S. Dept of Agriculture, 

Washington, D. C. 
U. S. Dept. of Agriculture, 

Washington, D. C. 
U. S. Dept. of Agriculture, 

Washington, D. C. 
U. S. Dept. of Agriculture, 

Washington, D. C. 
Kansas State Agri. College, 

Manhattan, Kan., 50c. 
Countryside Press, Harrii- 

burg, Pa. 
Agri. Extension Division, 

Uni. State Farm, St. 

Paul, Minn. 
Agri. Extension Division, 

Uni. State Farm, St. 

Paul, Minn. 
Ontario Agri. College, 

Toronto, Ontario, Can. 
Uni. of Missouri, Columbia, 

Mo. 
Penn. State College of Agri. 

Exp. Station, Center 

County, Pa. 
N. Y. State College of 

Agriculture, Ithaca, N.Y. 



Dept. of Agri. Extension 

Ithaca, N. Y. 
Agri. Extension Division, 

Ames, Iowa. 
Agri. Extension Division , 

Ames, Iowa. 



—109— 

REFERENCE LIST— Continued 



Name 



Public and Home Sanitation. . . 

Home Management 

The Child and Its Care 

Economic Function of Woman.. 
Hints on Clothing 



Home Economics Bulletin, 
No. 5. 



Survey of Your Household 

Finances. 
Books for a Farmer's Library. 

Home Laundering 



Home Economics Bulletin, 

No. 2. 
Sec. Series, No. 3 



Sec. Series, No. 3. 
VI Series, No. 7.. 



Extension Bulletin, Vol. 

XIV, No. 6. 
Vol. X, No. 7 



Labor Saving Devices in the 
Household. 

Monthly Budgets 

War Budget for the Household . 
Teaching the Clothing Budget. , 
Literature on Housing 



Methods of Cleaning. . . . 
Redirected Rural School. 



January, 1919 

Independent, Vol. 91, p. 169 
October, 1918 



College Women and Country 
Leadership. 

Simple Water Supplies for the 

Home 
Outline for Home Furnishing and 

Decoration. 
Hints on House Furnishing 



Home Decoration 

Teaching Facts About Window 

Decorations. 
Furniture Pamphlets 



Materials for the Household 

Conveniences and Labor Saving 

Devices for the Farm Home. 
Beautification of Home Grounds. . 

The Furnishing and Decoration of 

a Home. 
The Planning of Simple Homes. . . 

Putting the Home on a Business 
Basis. 



Series Number 



Extension Series, III, No. 8 
Extension Bulletin, No. 6.. 



Extension Bulletin, No. 18 

Circular No. 32, Vol. III.. 

Circular No. 4, Vol. III.. . 

Hampton Leaflets, Vol. 

VIII No. 1. 
Vol. 1. No. 2 



Circular Bureau of Stand- 
ards, No. 70. 

University of Texas, 
Bulletin No. 2, 1916. 

University of Texas, 
Bulletin No. 17, 1916. 

University of Texas, 
Bulletin No. 26, 1916. 

University of Texas, 
Bulletin No. 39, 1916. 

University of Texas, 
Bulletin, 1919. 



Publisher and Price 



?ri. Extension Division, 

Ames, Iowa. 
Agri. Extension Division, 

Ames, Iowa. 
Agri. Extension Division, 

Ames, Iowa. 
Teachers' College, New 

York City, 10c. 
Teachers' College, New 

York City, 10c. 
Teachers' College, New 

York City, 10c. 
Agricultural Extension, 

Columbus, Ohio. 
Agricultural Extension, 

Columbus, Ohio. 
Utah Agricultural College, 

Logan, Utah. 
American Magazine. 
Independent. 
Journal of H. E. 
Sage, Foundation Homes 

Co., 47 W. 34th St., NY. 
Oregon Agri. College, 

Corvallis, Ore. 
Mass. Agri. College, 

Amherst, Mass. 
National Board of the Y. 

W. C. A., 600 Lexington 

Ave., New York City. 
Uni. Dept. of Agri. Ex- 
tension, Lincoln, Nebr. 
Utah Agri. College, Logan; 

Utah. 
Utah Agri. College, Logan 

Utah. 
Hampton Normal and Agri. 

Inst., Hampton, Va. 
Claudia Quigley Murphy, 

42 Broadway, N. Y. City. 
Retting Furniture C«. , 

Grand Rapids, Mich. 
Department of Commerce, 

Washington, D. C. 



Kinds of Illustrative 
Material 



House Plans 

Wood Finishing 

Wood Samples — Stains 



Manufacturer 



Alladin Co 

Curtis Service Bureau 

Gordon Van Tine Co 

Bridgeport Co. (Finished wood samples) 

Glidden Varnish Co 

Pratt & Lambert Co 

Chicago Varnish Co 

S. C. Johnson & Son 



Address 



Bay City, Mich. 
Clinton, Iowa. 
Davenport, Iowa. 
Chicago, 111. 
Cleveland, Ohio. 
Chicago, 111. 
Chicago, 111. 
Racine, Wis. 



FUENITUKE COMPANIES. 



Come Packt Furniture Co., 2929 Dorr Street, Toledo, Ohio. 
Luger Furniture Co., 173 Wester Ave., Minneapolis, Minn. 
Willowcraft Shops, N". Cambridge, Mass. 
Stout Furniture Co., Salem, Ind. 



—110— 

Aulsbrook & j ones F urn iture Co., Sturgis, Mich. 
WinneJago Furniture Mfg. Co., Pond du Lac, Wis. 
Clifs. P. Limbert Co., Blodgett Bldg., Grand Eapids, Mich. 
S. Karpen & Bros., 155-157 West 34th Street, N. Y. City. 
Century Furniture Co. (Period Furniture), Grand Rapids, Mich. 
Ottawa Furniture Co., Holland, Mich. 

KITCHEN FURNITURE. 

A. D. Ben way Co., Lincoln, Nebr. (Hoosier Cabinets). 
Rudge & Guenzel Co., Lincoln, Nebr. 
G. L Sellers & Sons Co., Elwood, Ind. 

LIGHTING. 

Macbeth Evans Glass Co., Pittsburg, Pa. 

John L. Gaumer Co., 22 Wood Street, Philadelphia, Pa. 

Mantle Lamp Co. of America, Chicago, 111. 

CUETAINS AND WINDOW DRAPING. 

Quaker Lace Co., Philadelphia, Pa. 

Orinoka Mills, 215 Fourth Ave., New York City. 

Fairhill Manufacturing Co., Philadelphia, Pa. 

Fab Rec Ona Mills, Bloomfield, N. J. 

F. A. Foster & Co., Chicago, 111. 

RUGS AND CARPETS. 

M. J. Whittall, Worcester, Mass. 

Hardwich & Magee Co., Philadelphia, Pa. 

Alexander Smith & Sons Carpet Co., 105-107 Fifth Ave., N. Y. City. 

0. W. Richardson & Co., 3633, 3643 Racine Ave., Chicago, 111. 

Olson Rug Co., 28-40 Laflin Street, Chicago, 111. 

Linoleum Dept., Armstrong Cork Co., Lancaster, Pa. 

Biglow Carpet Co., 334 Fourth Ave., N. Y. City. 

CHINA. 

Homer Laughlin China Co., East Liverpool, Ohio. 

silver. 

1847 Rogers Brothers Silver. 

Meriden Brittania Co., Meriden, Conn. 

Jaccard Jewelry Co., 1017-1019 Walnut St., Kansas City, Mo. 

Baird North Co., Providence, R. I. 

Daniel Low & Co., Salem, Mass. 

C. D. Peacock, 135-141 State Street, Chicago, 111. 



♦List of bulletins and illustrative material copied from Home Economics Syllabus 
issued by the State Board of Vocational Education of Nebraska. 



—Ill— 



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"S.2 & -2S- a 
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i view of mama, 

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2 

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e Families: 
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he type of family tl 
early civilization — pal 
Hebrew family as exa 

(1) Organization. 

(2) Powers of father. 

(3) Importance of reli 

(4) Status of women- 

(5) Laws relating to c 

(6) Education. 
Differences of Rom 
families from Hebrew 




<u'3 




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Primitiv 
Origin 
lessness 
mother 
amples 
animals 


Develo 
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(5 lesson 

Evolution 
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Collect samples of wood suitable for dif- 
ferent purposes. If possible get samples of 
unfinished and finished wood. 

Select kind of wood to be used for interior 
finish in house and kind to be used for floors. 
Select way in which wood is to be finished. 
Put explanation of this in note book in con- 
nection with plan of house. Select, from 
catalogs, suitable hardware for the house and 
paste pictures in book. 


If practical visit waler purification, sewer- 
age or garbage disposal plants. In rural 
community, lay special stress on simple water 
systems and safe methods of disposal of 
sewerage and garbage. Investigate different 
types of garbage cans. Have students make 
diagram of plumbing system and of traps, 
faucets, etc. Demonstrate putting washer on 
faucet. 


■ 

u 

b 

o 


(27) 259-271. 
(21) 192-202. 
(13) 93-120. 

Consult local paint dealer for 
illustrative materials. 


(I) 21-25. 

(4) 92-114, 149-161. 

(II) 125-167. 
Bulletin 12. 
Bulletin 1. 
Bulletin 6. 
Bulletin 11. 
Bulletin 28. 
Bulletin 44. 
Bulletin 16. 
(15) 45-54. 


u 

ed 

o 
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3. Interior finish. 
(2 lessons.) -V 

a. Kinds of wood used for: 
KS(1) Standing trim. 
*"(2) Flooring, v.; 

b. Finishing of wood. 
*• (1) Varnish. 
§1(2) Enamel. 

If. (3) Paint. 
■' 1 1) Wax. 

c. Plaster. 

d. Hardware. 


4. Home sanitation. 
(10 lessons.) 

a. Water. 

(1) Sources of city water. 

(2) Sources of water for isolated works. 

(3) Purification of city water. 

(4) Ways of safe-guarding water sup- 

ply for isolated home. 

(5) Importance of running water in 
isolated home. 

(Simple systems.) 

b. Sewerage and garbage disposal. 

(1) Methods ot disposing of city sewer- 
age: of city garbage. 

(2) Methods of disposing of sewerage in 
isolated homes; of garbage. 

(3) Importance of proper disposal of 
sewerage and garbage. 

c. Plumbing. 

(1) Purpose of system. 

(2) Essentials. 
Sanitary. 

Easy to care for. 

(3) Construction of: 
Faucets. 
Waste outlets. 
Traps. 
Vents. 

Closet fixtures. 
Hot water tanks. 


o 
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3 

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'3 

2 







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3. Textile control. 

a. Guarantees of quality of materials. 

b. Guarantees of sanitary conditions in 
making of garments. 


-it 

3 O" 

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0) 

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6. Infant and child welfare. 

a. Exclusion of unfit for marriage. 

b. Right of child to be well-born, cared for 
and educated. 

(Baby-saving campaign.) 

c. Public school as a social center. 

d. Public school lunches. 

e. Playgrounds. 

f. Public libraries. 

g. Public amusements. 


1. Organizations for women. 

a. Scope and duties of each. 

b. What has been done. 

c. What is being attempted. 


a) 
.S 

3 

o 
2 










B. Ways in which Home- 
maker can help in 
securing proper com- 
munity conditions. 



— 121 — 



STATE BULLETINS 

All State Bulletins published, which bear on home economics courses 
offered, should be on file for reference. Annually, home economics 
bulletins, which are of great value to all home economics students, are 
issued by the following institutions : 

University of Texas, Department of Home Economics, Austin, Texas. 

College of Industrial Arts, Denton, Texas. 

Home Economics Extension Division, Agricultural and Mechanical 
College, College Station, Texas. 

Keep in touch with these institutions and have all of their available 
publications on file. 

GOVERNMENT BULLETINS. 

For all government bulletins, address : Superintendent of Docu- 
ments, Washington, D. C. 

For further information concerning home economies books, secure 
"Bibliography of Home Economics," by Carrie Alberta Lyford, Bulletin, 
1919, No. 46, Department of the Interior, Bureau of Education. 

All home economics teachers should be provided with "Teaching 
Home Economics" by Cooley-Winchell-Spohr-Marshall, published by 
Macmillan Company, 1919. 

The following books are in process of publication : 



Title. 



Publisher. 



Price. 



Date. 



Vivian's Everyday Chemistry 

Clothing, Choice, Care, Cost, Woolman 

Household Arithmetic 

Millinery 

Financing the Family 



American Book Co.. 
J. B. Lippincott Co 
J. B. Lippincott Co. 
J. B. Lippincott Co 
J. B. Lippincott Co 



50 



April 
May 
April 
July 



1 75 August 



ADDRESSES OF PUBLISHERS. 



Name of Publisher. 



Macmillan Co., The 

Manual Arts Press, The.... 

McBride, Robt. M 

McGraw-Hill Book Co 

Moffat, Yard & Co 

Prang Co 

Radford Architect Co 

Rand-McNally & Co 

Saunders, W. B., Co 

Scott, Foresman & Co 

Scribner's Sons, Charles.... 

Silver, Burdette & Co 

Stokes, F. A., Co 

Ward, Artemas 

Webb Publishing Co 

Whitcomb & Barrows 

Wiley, Jno. & Sons 

World Book Co 

Allyn & Bacon 

American Book Co 

Appleton, Daniel & Co 

Atkinson, Mentzer & Co ... 
Blakiston's, P., Son & Co. 

Century Co 

E L> worth 



31 Union Square.. 
239 West 39th St 



66 5th Ave. 



30 Irving Place 



Rand-McNally Bldg 

West Washington Square 

623 S. Wabash Ave 

597 5th Ave 

126 5th Ave 

443-449 4th Ave 



55-79 E. 10th St 

30 Huntington Ave 

432 4th Ave 

Park Hill, Yonkers-on-Hudson. 

50 Beacon St 

100 Washington Square 

29-35 West 32nd St 

30 West 36th St 

1012 Walnut St 

353 4th Ave 



City. 



New York, N. Y. 
Peoria, 111. 
New York, N. Y. 
New York, N. Y. 
New York, N. Y. 
New York, N. Y. 
Chicago, 111. 
Chicago, 111. 
Philadelphia, Pa. 
Chicago, 111. 
New York, N. Y. 
New York, N. Y. 
New York, N. Y. 
New York, N. Y. 
St. Paul, Minn. 
Boston, Mass. 
New York, N. Y. 
New York, N. Y. 
Boston, Mass. 
New York, N. Y. 
New York, N. Y. 
New York, N. Y. 
Philadelphia, Pa. 
New York, N. Y. 
iSan Francisco, Cal. 



—122— 

ADDRESSES OF PUBLISHERS— Continued. 



Name of Publisher. 



Chemical Publishing Co 

Davis Press 

Dodd, Mead & Co 

Doubleday, Page & Co 

Educational Pub. Co 

Ginn & Co 

Harper & Bros 

Holt, Henry & Co 

Houghton, Mifflin Co 

Industrial Book and Equipment Co. 

Inland Printer Co 

Lippincott, J. B., Co 

Little, Brown & Co 

Lane, John, Co 

Longman's, Green & Co 

The Pennsylvania Pub. Co 



Street. 



4th Ave. and 30th St. 



15 Ashburton Place 

Franklin Square 

19 West 44th St 

4 Park St 



East Washington Square. 

34 Beacon St 

116-120 West 32nd St 

4th Ave. and 30th St 



City. 



Easton, Pa. 
Worcester, Mass. 
New York, N. Y. 
Garden City, N. Y. 
Boston, Mass. 
Boston, Mass. 
New York, N. Y. 
New York, N. Y. 
Boston, Mass. 
Indianapolis, Ind. 
Chicago, 111. 
Philadelphia, Pa. 
Boston, Mass. 
New York, N. Y. 
New York, N. Y. 
Philadelphia, Pa. 



INDEX 

PAGE 

Biology 76 

Biology Eef erence List 77 

Clothing Eef erence List 14 

Clothing One 9 

Clothing Two 19 

Clothing Three 22 

Clothing Four 24 

Costume Design 3o 

Design 27 

Design Eeference List 32 

Elementary Foods and Cookery 42 

Elementary Foods and Cookery Eeference List 43 

Foods and Elementary Dietetics 65 

Foods and Elementary Dietetics Eeference List 65 

House Planning and Furnishing 38 

Home Hygiene and Home Nursing 101 

Home Hygiene and Home Nursing Eeference List 103 

Physiology, Hygiene and Sanitation 89 

Physiology, Hygiene and Sanitation Eeference List 94 

The Home and Its Management 107 

The Home and Its Management Eeference List 107 



